and published by the International Telecommunication Union (ITU), and grew out of the youth employment and entrepreneurship initiative between ITU and Telecentre. org Foundation.
she worked as a research assistant employing large-scale data analysis tools to analyse the impact of foreign-born workers in the US economy.
The authors wish to thank Susan Schorr, Head, ITU Telecommunication Development Bureau Special Initiatives Division, for her advice, direction and contributions during the preparation of the report.
The ongoing information technology revolution is transforming established sectors from agriculture to health and creating new ones from microwork to apps development.
and develop the computer, mobile phone and internet applications that are powering these changes. The needs span a wide range of skills,
from the most basic to very advanced, offering opportunities for people of varying abilities. The information technology revolution is also fuelling new business creation.
Tech-savvy individuals are applying their creative energies and becoming entrepreneurs in record numbers. Recognizing that entrepreneurship can be a viable career option,
That's why I am proud to be the Patron of the Young Innovators Programme at ITU TELECOM World events,
As Director of the ITU Telecommunication Development Bureau (BDT), I am engaged fully in empowering youth through initiatives such as my flagship m-Powering Development initiative,
which seeks to harness the power of mobile phones to promote education, commerce, health, sport and more.
I am pleased that BDT has made these resources available to youth worldwide in our new Youth employment and Entrepreneurship Resources Database at www. itu. int/ITU-D/youth.
Brahima Sanou Director Telecommunication Development Bureau Digital opportunities: Innovative ICT solutions for youth employment v Table of contents Page 1 Introduction...
18 4. 2 Microwork and crowdsourcing...18 4. 3 Apps development...21 4. 3. 1 App demand in developing countries...
25 4. 6 Mobile phone repair and computer assembly...26 4. 7 Green jobs...26 4. 7. 1 Green jobs and ICTS...
28 5. 1 Computer literacy...29 5. 2 Digital literacy...30 5. 3 Web literacy...32 5. 4 Complementary skills...
34 Digital opportunities: Innovative ICT solutions for youth employment vi Page 6 Entrepreneurship skills and support...
41 6. 5 Mobile resources...41 6. 6 Comprehensive programmes...42 7 Getting there becoming ICT-savvy...
52 7. 4. 3 Social media...53 7. 4. 4 Mobile phones learning on the go...53 7. 5 Certification...
54 7. 5. 1badges...55 8 The role of government...56 8. 1 ICTS in education...
mobile phones, social media, and the game industry. For today's youth this signals an opportunity, if the right steps are taken.
Accordingly, the project has developed a database that includes the resources and can be updated continuously as new ones become available.
It is hoped that this database will provide youth with a valuable asset in their efforts to secure meaningful employment and entrepreneurship opportunities.
The database is available at: www. itu. int/ITU-D/youth. A focus on emerging trends is an inherently risky proposition.
Chapter 2 presents data on the state of youth unemployment and underemployment, illustrating the scale of the challenge
that are a direct result of advances in ICTS and global internet diffusion. Many of these areas are experiencing exponential growth.
This chapter provides data and context about youth unemployment, and discusses the primary causes of this acute state of affairs. 2. 1 A global crisis Currently,
10.1596/978-0-8213-9575-2. 4 Global Entrepreneurship Monitor, GEM 2011 Global Report,(Babson Park, Mass:
and computer literacy. 15 The unemployment situation varies significantly between developed and developing countries, and among and within regions.
they are likely to lack the life skills required for formal employment as well as the social networks needed to obtain new opportunities.
International Youth Foundation, 2012), 8, hwww. microsoft. com/en-us/news/presskits/citizenship/docs/finalopp for action paper. pdf. 22 European Foundation for the Improvement of Living
ITU World Telecommunication/ICT Indicators database Educational attainment among youth is chronically low. In Sub-saharan africa just 77 per cent of students enrol in primary education, the lowest in the world.
not only for jobs in the information technology (IT) sector. The demand for them cuts across sectors from agriculture and construction to education and service industries. 61 Europe predicts that within five years,
An Analytical Framework,"Information technologies & International Development, 8, no. 2, 2011.62 European commission,"e-Skills week 2012:
including geographical information systems (GIS), wireless sensor networks, data mediation software, and short message service (SMS). At the same time, the expansion of telecommunication networks into rural areas is one of the main challenges for the sector.
Tools that help collect agricultural data are useful for yield technologies like improved seeds, crops developed through biotechnology, tractors, pesticides,
fertilizers, and irrigation systems. 65 As agricultural innovation systems become more digital, there are growing opportunities to use ICTS to monitor them,
Website: www. ckw. applab. org 63 Gary Gereffi et al.""Skills for Upgrading: Workforce Development and Global Value Chains in Developing Countries,"(Duke university:
and in particular mobile phones, to solve global health challenges. The World health organization (WHO), using data from the Center for Health Market Innovations (CHMI),
analysed 176 programmes that use innovative solutions in global health. The analysis identified six key uses of ICTS in health:
In lieu of the traditional office, technology is used to videoconference with patients in rural areas and/or to instant message with a health practitioner for medical advice. 2. Facilitate patient communications:
and diagnosis. 4. Improve data management: Data collection and data analysis, particularly in remote areas, is eased by using devices like personal digital assistants that electronically collect information. 5. Streamline financial transactions:
Using mobile phone applications, financial transactions are expedited between physicians and patients. 6. Mitigate fraud and abuse:
Technology is used to verify a medical product, a patient identity, and/or a financial transaction. 67 infodev,"Improving Health, Connecting People:
Moreover, most of the technology-based solutions rely on mobile phones (63 per cent), computers (39 per cent),
or both. 69 Text messaging services do not appear to be used widely. Programme implementers seem to prefer voice messages over text messages,
and treatment Improve data management Streamline financial transactions Mitigate fraud and abuse Other/Unknown Percentage of all technology-enabled programmes Note:
Electrical and internet infrastructure is sometimes lacking, explaining why some programmes prefer mobile phones over computers.
Other barriers, like initial and ongoing costs, are also impediments. SMS for Life is a public-private partnership led by Novartis and supported by the Tanzanian Ministry of Health and Social welfare
IBM, Medicines for Malaria Venture (MMV), The swiss Agency for Development and Cooperation (SDC), Vodacom and Vodafone.
SMS for Life relies on only a basic mobile phone to improve access to essential malaria medicines in rural areas of developing countries.
It uses a combination of mobile phones, SMS messages and electronic mapping technology to track weekly stock levels at public health facilities.
Website: www. smsforlife. com 3. 3 Offshore services Over the past two decades the offshore services industry has turned into one of the most dynamic sectors,
These services include information technology outsourcing (ITO), business process outsourcing (BPO and knowledge process outsourcing (KPO) as well as industry specific services. 72 73 Offshore services are a potential vehicle for low-and middle-income countries to participate in the global knowledge economy
and crowdsourcing channels as described in the next chapter. The development of this sector has created also secondary effects like the demand for education useful to work in this sector.
and is centred on the production and use of software. BPO is a diverse category that contains activities related to the management of enterprise resources (ERM), human resources (HRM),
Instead of looking in the local newspaper, youth around the world browse web-based job listings to find work.
Those with limited access to the internet carry out their job searches at public venues telecentres, libraries,
and carrying out work via their mobile devices. The very notion of the work place now reaches far beyond the local
New approaches to outsourcing like crowdsourcing and microwork are providing young people worldwide with task
Great potential for employment growth derives from a demand for services enabled by mobile phones. 81 Young people can now find
and even get paid via their cell phones. Young people are doing mobile microwork, and also being contracted to carry out market research in their own communities.
Given the growth in mobile phones, there is a lot of interest in mobile applications and how the emerging app economy 83 might generate new employment opportunities for young people around the world.
Many young computer programmers are finding jobs working directly for software development firms. In addition there are opportunities for developers with entrepreneurial ambitions to start their own appsbased businesses.
This includes a need for people with skills to develop accessible software and websites for people with disabilities.
infodev, 2011), 28, www. infodev. org/en/Publication. 1076. html. 81 World bank, Information and Communications for Development 2012 Maximizing Mobile,(Washington, D c.:
pesa is Swahili for money) is an innovative mobile transfer solution that enables customers to transfer money.
and Vodafone. 83 The app economy refers to the range of economic activity surrounding mobile applications.
and the hardware devices on which apps are designed to run. www. techopedia. com/definition/28141/app-economy.
educated workers to use existing web-based job-matching services to find job openings, many workers may not have access to job postings on the internet
and may lack the social networks to find out about work opportunities. Searching for informal sector jobs often occurs through word-of-mouth,
which limits people to their immediate social group. Employers may find it hard to identify lower-skilled workers for entry-level jobs in developing countries as many of the job matching services target more qualified candidates.
Mobile phones are becoming an important tool for job seekers and there are a number of job-matching services in the developing world that simplify the job search process.
Employers enter job openings into Souktel's database. Young job seekers use their mobile phones to create
and update personal profiles in Souktel's system. When position openings match job seekers'qualifications they are notified via text message.
Souktel's mobile-based job search functionality is especially useful in the middle East and Africa where young women may not have the same freedoms to seek employment through conventional means,
and men largely dominate internet cafes. Website: www. souktel. org 4. 2 Microwork and crowdsourcing As discussed in chapter 3,
offshore services have turned into one of the most dynamic sectors employing people around the world.
Since the first BPO call centres and data-processing facilities were established in India in 2000, the types, granularity,
In addition to voice and traditional data entry, coding, tagging, and text-based tasks can be broken down into small units that can be distributed globally.
These new approaches to outsourcing are referred to as crowdsourcing and microwork. Crowdsourcing is a process that involves outsourcing tasks or larger projects to a distributed group of people.
This process can occur both online and offline. The difference between crowdsourcing and ordinary outsourcing is that a task
or problem is outsourced to an undefined public rather than a specific group, such as paid employees. 85 84 World bank, Information and Communications for Development 2012:
Maximizing Mobile, 75.85 Crowdsourcing, Wikipedia, https://en. wikipedia. org/wiki/Crowdsourcing, accessed on December 3, 2012.
See also Jeff Howe, The Rise of Crowdsourcing (Wired, 2006), www. wired. com/wired/archive/14.06/crowds. html Digital opportunities:
Innovative ICT solutions for youth employment 19 Figure 8: Crowdsourcing vs. Microwork Source: Author elaboration and Howe (2008) Crowdsourcing Crowdsourcing business models benefit individuals with higher-level technical skills.
With some models, multiple workers complete a single task that has been broken down into small units (similar to microwork,
see below). Other models are qualified based on matching workers with a particular project; workers will then complete the project individually or as part of a team.
Crowdsourcing is becoming increasingly popular as a way for employers to instantaneously increase their workforce without the investment
The Crowdsourcing Examples Wiki maintains a comprehensive list of businesses, sites, and forums that use crowdsourcing. 86 Crowdflower Crowdflower is one of the largest crowdsourcing platforms,
offering a range of services from product categorization and labelling for major online retail and auction sites like Amazon, ebay,
and Taoboa, to customer database management, to content creation. Human labelling of products and search results is time consuming,
but the demand for it occurs in peaks and the work needs to be completed quickly
Crowdflower uses crowdsourcing to harness a round-the-clock workforce that spans more than 70 countries, multiple languages,
and checked for accuracy, and the results sent back to the customers. Crowdflower was started in 2007
and is based in San francisco. 87 Website: http://crowdflower. com 86 Anjali Ramachandran, Crowdsourcing Examples, http://crowdsourcingexamples. pbworks. com and http://crowdsourcingexamples. pbworks. com/w/page/16668424/Individual
businesses%2c sites or forums that channel the power of online crowds. 87 Lehdonvirta, and Ernkvist, Knowledge Map Of The Virtual Economy, 28.
Digital opportunities: Innovative ICT solutions for youth employment 20 Microwork Microwork is a series of small tasks that have been broken out of a larger business process
or project that can be completed via the internet or mobile devices. Microwork is considered the smallest the most granular unit of work in a virtual assembly line. 88 It also requires the lowest level of skills.
Microwork works in tandem with crowdsourcing. Granular tasks are distributed via aggregators to workers across geographic boundaries,
using the internet or mobile phones. Workers are paid small amounts of money for completing each task.
like tagging products on an e-commerce site. Referred to as a kind of digital blue-collar work,
The m2work challenge calls for participants to identify real-world problems that could be addressed by millions of underprivileged people equipped with internet-connected mobile phones.
His tool would crowdsource maps at a very low cost in developing nations by employing fleets of rickshaw drivers to feed live traffic updates into a subscription service.
whose Microforester app would aid reforestation projects. 88 Microwork, Wikipedia, https://en. wikipedia. org/wiki/Microwork, accessed on December 3, 2012 89 World bank, New Frontiers and Opportunities in Work.
ICT is Dramatically Reshaping the Global Job market (ICT Policy Notes, World bank, June 2012). 90 Ibid. 91 Monitor Group
Job creation Through Building the Field of Impact Sourcing,(Rockefeller Foundation, 2011), www. rockefellerfoundation. org/blog/job creation-through-building-field.
Digital opportunities: Innovative ICT solutions for youth employment 21 Samasource is a nonprofit organization that brings digital work opportunities to people around the world.
Samasource secures contracts with companies including Google, Intuit, and CISCO; it has provided services to Linkedin and the U s. State department,
to provide data entry, digitization, content moderation, and other services. Component tasks (microwork) are distributed to the workforce,
including 1 600 women and youth working with partner organizations in countries such as Haiti, Pakistan, and Uganda.
including computer skills and English. Website: www. samasource. org 4. 3 Apps development There is speculation regarding how the growing trend of apps development will generate new employment opportunities for young people around the world.
The rapid rise of smartphones, tablets, and social media, and the applications-apps-that run on them,
is one of the biggest economic and technological phenomena today. Since the iphone was introduced in 2007,
the app economy has generated roughly 752 000 app related jobs in the United states alone as of July 2013.92 The figure is 530 000 jobs in the 28 European union countries. 93 Apps
have inspired a new class of entrepreneurs, spawning a multibillion-dollar industry virtually overnight. The Apple App store eclipsed 1 000 000 apps in October 2013,
The number of apps for Android has risen at roughly the same pace. Games are considered still to be the most lucrative apps.
Interestingly, winners of Pivot East's recent app competitions for the mobile and developer communities in East Africa have both been games-a Matatu racing game that has been downloaded 150 000 times in over 200 countries
Vision Mobile research shows that only a select few app developers in more mature markets are managing to make a living as app developers. 94 Sustaining an app in the market requires much more than developing it,
upgrades, and new features. App stores are highly competitive and offering new features is essential to maintaining an app's ratings and reviews.
Any particular app could be created by a single teenage programmer, or by a large team at a big company. 92 Michael Mandel, 752,000 App Economy jobs on the 5th anniversary of the App store,(Progressive Policy Institute, July 2013), www
530,000 jobs and rising,(Vision Mobile, September 2013), www. visionmobile. com/blog/2013/09/report-the-eu-app-economy-530000-jobs-and-rising/94
Vision Mobile, Developer Economics 2012: The New App Economy,(June 2012) 4, www. visionmobile. com/blog/2012/06/report-developer-economics-2012-the-new-app-economy/.
/Digital opportunities: Innovative ICT solutions for youth employment 22 Jobs in the app economy can be categorized as follows:
Media and software companies that engage in app development for consumer use under their own name.
Large companies such as Amazon, Apple, Google, Microsoft, and RIM, who develop and maintain mobile app ecosystems/platforms.
as smartphone penetration rises and people in these regions become more engaged. 95 Mandel and Scherer, The Geography of the App Economy, 15.96 Vision Mobile, Developer Economics 2012:
The New App Economy, 73. Digital opportunities: Innovative ICT solutions for youth employment 23 Figure 9:
These opportunities could be particularly strong in countries with large markets, rapidly increasing levels of user engagement and smartphone penetration as in Asia
These incubation spaces are key to emerging digital economies because they solve a lot of the problems that young digital entrepreneurs face by providing connectivity, support structures, mentorship and collaboration.
Innovative ICT solutions for youth employment 24 The World bank Bank's infodev programme, in collaboration with the Government of Finland and Nokia, has established a network of five mlabs in Armenia, Kenya, South africa, Pakistan, and Viet nam.
and applications and are part of a wider mobile innovation programme, seeking to develop talent and produce successful companies with strong growth potential.
In many developing countries where mobile phones are the primary means of accessing information via the internet,
97 there is a rapidly growing need for people with the technical skills who can develop accessible software, websites,
designers, and software developers; administer professional accreditation certifications; elevate awareness of local and regional activities, and;
In Egypt, for example, the Ministry of Communications and Information technology has held a contest to promote the development of accessibility mobile phone apps and other software applications, with the most recent 97 In the United states, for example,
Perhaps the ICT of greatest interest to this community is the mobile phone, and in particular smart phones for such features as:
hearing aid compatibility, open or closed-captioned multimedia content, video chat applications, screen reading applications, customized alert settings, voice-commands, adjustable font sizes, predictive text,
and Viet nam. 99 See press release at www. mcit. gov. eg/Media center/Press room/Press releases/2585 100 International Telecommunication Union.
11, International Telecommunication Union. Making Mobile phones and Services Accessible, 2012 102 Lehdonvirta and Ernkvist. Knowledge Map Of The Virtual Economy, p51. 103 Gold Farming refers to
when individuals play a multiplayer online game to acquire in-game currency that other players purchase in exchange for real-world money.
stronger player in a role playing video game to level a character more quickly than is possible alone.
Innovative ICT solutions for youth employment 26 4. 6 Mobile phone repair and computer assembly Mobile phone repair as well as computer maintenance and assembly continue to be important areas of youth job
In cities throughout the developing world, the ICT and electronics markets where mobile phones are sold and repaired serve as many people's first interactions with technology as well as a huge source of employment and entrepreneurship.
Action Technique pour un Developpement Communautaire Action Technique pour un Developpement Communautaire (ATEDEC) is designed a project to educate orphans and vulnerable children in Rwanda in computer applications,
In partnership with a youth livelihoods programme called AKAZI KANOZE, youth are trained in computer maintenance and repair,
Website: atedec. wordpress. com 4. 7 Green jobs There is increasing consensus in the development community that the global environmental crisis is an opportunity for employment in
New Competences and Jobs for a Greener and Smarter Economy, OECD Digital economy Papers, No. 198,(OECD Publishing, 2012), http://dx. doi. org/10.1787/5k994f3prlr5-en
111 4. 7. 1 Green jobs and ICTS Data centres and other ICT infrastructures are increasingly vital for all sectors of the economy,
writing software or developing and manufacturing environmentally efficient semiconductors and other products for instance. Other green jobs will be related to greening the economy,
Other areas of employment in the green economy that involve a range of ICTS from geographic information systems to satellite imagery
In addition to jobs that require higher education such as engineering, the pervasive use of ICT applications from web portals, text messages (SMS), mobile phone based monitoring systems,
community mapping and social media tools are offering new ways that young people can play a role in smart energy-efficient economic growth,
The popularization of Web 2. 0, social media, mobile apps, and other ICT advancements have changed dramatically the playing field.
Being computer literate having the skills to perform basic computer operations used to be sufficient for most jobs entailing use of computers.
basic computer literacy is not sufficient to pursue the majority of new opportunities described in earlier chapters.
and web literacy, among others. New curricula and training programs have emerged to cover the broader set of skills contained within these new frameworks.
This chapter begins with a look at the evolution from computer to digital literacy, the latter widely recognized as a more comprehensive and relevant inventory of the range of ICT-related skills needed for success in career and life.
the concept of web literacy is explored, exemplifying new thinking around 113 Youthpolicy. org, www. youthpolicy. org/blog/category/rio-2012/.114 Michael Davidson and Kyle Gracey.
Green Jobs for Youth, 2011, http://switchboard. nrdc. org/blogs/mdavidson/Youthgreenjobs%20-%20gracey,%20davidson. pdf. 115 UN Focal point on Youth,
UN World Youth Report Website, last modified on December 29, 2011, www. unworldyouthreport. org/index. php?
in combination with ICT skills, are deemed necessary for employment. 5. 1 Computer literacy Computer literacy refers to the ability to use computers and related technologies, from end-users to ICT professionals.
and skills needed to effectively use hardware and software components. 116 Basic computer skills include (sample):
turning a computer on and off; using a mouse and keyboard; understanding basic computer terminology and concepts;
understanding operating system, programmes, and data; managing files. Intermediate computer skills (sample: performing basic functions of common productivity programmes (word processing, spreadsheet, presentation;
using email and web browser; installing software and hardware. Advanced computer skills (sample: programming; using advanced features of productivity programmes;
fixing simple computer problems. Computer literacy at the intermediate level is becoming required for almost every job.
In the health sector discussed in Chapter 3 for example, hospital employees must be able to use medical records systems,
order supplies, manage appointments and perform other routine tasks on a computer that used to be done on paper.
Even in many jobs that do not entail contact with a computer employers are screening for basic computer skills as a minimum qualification for employment. 117 An increasing number of non-IT positions also expect people to have advanced more skills
such as basic troubleshooting and using advanced features in productivity programmes, though IT professionals are can still be relied upon for most advanced functions. 116 European commission,"Digital Competence in practice:
An analysis of frameworks,"(European commission, Joint Research Centre IPTS, 2008). 117 Author Chris Coward's interviews in southern Viet nam of several light manufacturing facilities revealed that employers
required job applicants to have computer skills even though they would not use computers in their tasks.
Digital opportunities: Innovative ICT solutions for youth employment 30 5. 2 Digital literacy Most of today's attention around ICT skills is focused on the concept of digital literacy.
Being digitally literate refers to the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies.
The Institute for Prospective Technological Studies (IPTS), a research centre of the European commission, has undertaken extensive work around digital literacy.
In its 2013 report they propose a comprehensive framework that exemplifies the types of competencies many experts note are required to be digitally literate. 118 Figure 10:
Digital competence framework Dimension 1 Competence areas Dimension 2 Competences 1. Information 1. 1 Browsing, searching
and filtering information 1. 2 Evaluating information 1. 3 Storing and retrieving information 2. Communication 2. 1 Interacting through technologies 2. 2 Sharing information
and licences 3. 4 Programming 4. Safety 4. 1 Protecting devices 4. 2 Protecting personal data 4. 3 Protecting health 4. 4
and other digital literacy frameworks and those focused on computer literacy. First, digital literacy frameworks are typically more explicit about the breadth of life purposes for
engaging in online citizenship, protecting personal data, and so on. In this way digital literacy frameworks adopt a holistic approach,
and receiving feedback Skills examples Is able to use the collaborative features of software packages and web-based collaborative services (e g. track changes, comments on a document or resource, tags, contribution to wikis, etc.)
Is able to give and receive feedback Can use social media for different collaborative purposes Attitude examples Is willing to share
and collaborate with others Is ready to function as part of a team Seeks new forms of collaboration that are not necessarily based on a previous face-to-face engagement Source:
what it means to be digitally literate. 5. 3 Web literacy While digital literacy may be established the most concept,
other efforts have emerged also that reflect differing philosophies of how the internet should be maintained, as well as different skillsets.
The concept of web literacies is worth discussing in this context. Advanced by the Mozilla Foundation in collaboration with global experts
web literacies refers to not only being able to read the web but also having the ability to‘write'it.
Writing the web creating pages, documents and multimedia assets means understanding the building blocks of the web.
As Mitchell Baker (Chairperson of Mozilla) says, we want to move beyond‘elegant consumption'towards creating a generation of Webmakers.
We're not talking about everyone becoming a fully fledged programmer, but we do believe that everyone should have the skills,
and make things with and on the web. 122 122 Doug Belshaw,""Working towards a framework to understand the skills,
Web skills/Competencies/Literacies grid EXPLORING CREATING CONNECTING PROTECTING BEGINNER Browser basics (e g. URLS, copy/paste) HTML basics (e g. adding images,
privacy controls) Search engine basics (e g. keyword search, filtering) CSS basics (e g. fonts, positioning) Collaboration (e g. co-creation, wikis) Security basics (e g.
HTTPS, password management) Web mechanics (e g. view source, hyperlinks) Web design basics (e g. affordances of the web,
designing for audiences) Sharing (e g. social networks, embedding) Rights online (e g. copyright, open licensing) INTERMEDIATE Browser skills (e g. cookie management,
addons) Javascript basics (e g. programming basics, javascript syntax) Contributing to web communities (e g. distributed working, collaborative curation) Identity (e g. personal information curation,
tracking management) Credibility (e g. trustworthiness of websites, evaluating information) Advanced web design (e g. responsive design,
accessibility) Storytelling (e g. multimedia, augmentation) Security & encryption (e g. data protection, basic encryption) Remixing (e g. mashups,
hackable games) Infrastructure (e g. hosting, domains) Open practices (e g. open standards, open source) Legalese on the web (e g. privacy policies, terms of service agreements) Source:
Mozilla Foundation123 123 Ibid. Digital opportunities: Innovative ICT solutions for youth employment 34 5. 4 Complementary skills The discussion in this chapter so far has focused on the ICT-related skills required for meaningful participation in society as well as work.
in addition to the standard core subjects (the 3rs of reading, writing, and arithmetic), the other three outcome areas are:
The Global Entrepreneurship Monitor (GEM) estimated that 388 million entrepreneurs were engaged actively in starting and running new businesses in 2011 around the globe,
More examples of the programs designed for these purposes can be found in the accompanying resource database.
Technology & Social Change Group, 2007), http://hdl. handle. net/1773/16291.126 Global Entrepreneurship Monitor, 2011 GEM Global Report.
Household tech names such as Google, Intel, Microsoft, Nokia and Vodafone all have a presence there,
and IBM recently chose Nairobi for its first African research lab. Nigeria is becoming known as the Silicon Lagoon with important outside investors showing interest in their local startups and large market potential.
and education has a core function in this. In addition to the employability skills listed in chapter 5,
and their communities. 128 David Rowan, Want to become an Internet billionaire? Move to Africa,(wired. com. uk, November 4, 2011), www. wired. co. uk/news/archive/2011-11/04/get-rich-move-to-africa. 129 Anna Heim,
Core entrepreneurial skills and attributes132*English continues to be recognized as key for conducting business and securing investors.
and not every ihubber133 with a laptop is an entrepreneur. Technology in itself isn't a business yet.
Your app, website or other idea may be great but if you don't understand marketing, if you don't understand how to build a company around it
I-Hub Blog, October 23, 2012, www. ihub. co. ke/blog/2012/10/silicon-savannah-hype-or-reality-a-recap-of-last-weeks-event/.
email (and managing mailing lists) presentations virtual collaboration Research: ability to find and assess information using online and personal networks due diligence, market research Marketing:
managing online identity print digital images electronic marketing social media skills: blogging, social media management basic understanding of search engine optimization (SEO) 135 Technology management:
picking the right management information system (MIS) ability to assess rapidly changing technology tools integrating technology tools into business operations software updates data security
and management 6. 2 Mentoring and networking ICT entrepreneurs identify their greatest needs as start-up capital and opportunities to network with business people and other technology entrepreneurs.
mentorship is perceived as the fundamental component needed to close the developer-entrepreneur gap. 135 Search engine Optimization (SEO) involves the implementation of techniques
and tactics used to increase the amount of visitors to a website by obtaining a high-ranking placement in the search results pages of internet search engines such as Google,
Firefox, Yahoo and other search engines. SEO helps to ensure that a site is accessible to a search engine
and improves the chances that the site will be found by the search engine. 136 Jonathan Kalan, Why Jordan Looks More Like Kenya than Silicon valley,(wamda. com, November 21, 2012), www. wamda. com/2012/11/why-jordan
-looks-more-like-kenya-than-silicon-valley. Digital opportunities: Innovative ICT solutions for youth employment 39 Micromentor is an initiative of the nonprofit humanitarian agency Mercy Corps that offers free online guidance to entrepreneurs
and a specific mentoring request on their website. The request is listed then in the mentoring opportunity database,
where volunteer mentors can offer to help. Help can also be requested from specific mentors. The website has more than 3 500 entrepreneurs and 2 600 business mentors enrolled
and it has made more than 2 250 matches. Volunteer mentors can also sign up on the website.
Micromentor reports that participating businesses had a 75 per cent increase in median annual business sales and an 87 per cent survival rate year over year.
Website: www. micromentor. org Social networks are important sources of community support and can provide access to capital, skills, distribution channels,
and qualified peers to start new business activities. Informal social networks, consisting of acquaintances, investors as well as other mobile entrepreneurs,
or peers, serve three distinct purposes in the development of new ventures discovering opportunities, securing new resources,
Crowdfunding is the collective effort of individuals who network and pool their money, usually via the internet,
Maximizing Mobile, 77.138 Mobile Monday, www. mobilemonday. net. 139 A pitch fest is an event where entrepreneurs have the opportunity to pitch their ideas to potential investors. 140 Barcamp is an international
Members meet online as well as organize offline-networking events called VC4AFRICA Meetups. These have been hosted in 35 cities around the world.
Website: www. vc4africa. biz Contests are another popular way to compete for funding. Every year witnesses more and more contests national,
The ITU Young Innovators Competition is held annually as part of ITU Telecom World. The 2012 event in Dubai offered nearly 400 entrepreneurs aged 18-25 from 77 countries the opportunity to showcase their ICT-based projects.
Website: world2013. itu. int/event/innovation Venture funds are also being established by many organizations to fund startups.
Website: www. oasis500. com 142 Devin Thorpe, Why Crowdfunding Will Explode In 2013, Forbes, October 15, 2012,
www. forbes. com/sites/devinthorpe/2012/10/15/get-ready-here-it-comes-crowdfunding-will-explode-in-2013/.
Innovative ICT solutions for youth employment 41 6. 4 Toolkits and training programmes There are many digital resources designed to help young entrepreneurs that have been created by the major software companies, many in conjunction
the Small Business Toolkit, 143 a product of IBM and the World bank's International finance corporation, Hewlett packard's Smart Technology for a Smarter Business Program, 144 Intel Learn, 145 and Build Your Business, a collaboration
between the International Youth Foundation and Microsoft. Build Your Business (BYB) is an interactive entrepreneurship training course designed to introduce young people aged 16-35 to the basic ideas, actions,
Website: www. iyfnet. org/build-your-business 6. 5 Mobile resources An increasing number of mobile phone resources are enabling entrepreneurs to access capital,
process transactions, refine product design, research market information, find new suppliers, broaden their customer base,
With the number of mobile phone devices far eclipsing personal computers in most of the world for many entrepreneurs in developing countries and rural areas,
a mobile device is a tool not only for contacting customers and accessing the internet, but also for making financial transactions, establishing a client database,
or coordinating justin-time supply-chain deliveries. Such critical business functions can enable small firms to thrive in locations where accessing markets
or selling new products would otherwise be impossible. 146 Mobile payment systems and market information are two areas with plentiful mobile resources.
Mobile payment systems have become a popular way for small businesses to handle their financial transactions outside the banking system
the network provider Safaricom has pioneered a successful mobile payment initiative known as M-PESA. Currently the most developed mobile payment system in the developing world, M-PESA allows users with a national ID card
or passport to deposit, withdraw, and transfer money easily with a mobile device. It has 12 million people who rely on it using the company's 20 000 distribution sites.
Users can deposit money, make withdrawals, or transfer funds across accounts. Other mobile payment processors that work with mobile devices, such as Square147, are also making business transactions easier for young entrepreneurs. 143 Small Business Toolkit
www. smetoolkit. org. 144 Hewlett packard's Smart Technology for a Smarter Business Program, Smarttechforsmartbusiness. com. 145 Intel Learn Program,
www. intel. com/content/www/us/en/education/k12/intel-learn. html. 146 World bank, Information and Communications for Development 2012:
Maximizing Mobile, 75.147 https://squareup. com/Digital opportunities: Innovative ICT solutions for youth employment 42 Providing access to market information has long been a goal of many initiatives,
especially targeting small business owners. While it has required more years than anticipated to realize meaningful results,
today many services are helping small businesses, farmers, and others buy and sell over the internet,
bringing with it more efficient markets. 8villages is a mobile platform that links Indonesian farmers to their communities of peers and their external business partners.
There are currently over 1000 farmers in West Java, Indonesia actively participating in the crop groups community.
Website: www. 8villages. com/6. 6 Comprehensive programmes Many organizations and initiatives provide a suite of services,
Microsoft Youthspark is a global initiative that aims to create opportunities for 300 million youth in more than 100 countries during the next three years.
Through Youthspark, Microsoft will dedicate the majority of its cash contributions to nonprofit organizations that serve the youth population around the world.
In addition, Microsoft Youthspark will include Office 365 for education, free technology tools for all teachers and students,
and Skype in the classroom, a free global community for teachers to connect their students with others around the world.
Website: www. microsoft. com/about/corporatecitizenship/en-us/youthspark/youthsparkhub/7 Getting there becoming ICT-savvy Young people have an innate appetite for learning-be it, alone, in the school system,
or with peers. Their curious minds harbour an immense, untapped potential for innovation capable of defying the most limiting situations.
and widespread use of increasingly sophisticated technologies and applications that are available on smart phones, tablets and personal computers.
while the teacher as the digital immigrant may perceive technologies as a new part of the educational landscape. d. Internet resources can bypass peer review,
as a result of intentional and serendipitous interactions on and offline. f. Students construct content rather than just consuming it.
and web-enhanced instruction. In flipped classrooms, 149 for instance, technologies are integrated intricately in the teaching process.
Video lectures and other class-related information are delivered via the internet. The story of Kelvin Doe Kelvin Doe is a young teenager from Sierra leone
Kelvin also participated at the Meet the Young Makers panel at 2012 Maker Faire in New york,
and run a self-powered, FM community radio station. Known in his community as DJ Focus,
he operates and broadcasts his own radio station one he built with transmitters, generators and batteries made with recycled parts found in the garbage.
Many LMSS integrate web 2. 0 tools and applications such as prezi (prezi. com), slideshare (slideshare. net), youtube (youtube. com
facebook (facebook. com), evernote (evernote. com), and dropbox (dropbox. com), to name a few which are readily available through tablets, mobile phones, and personal computers.
Blended learning requires active participation and engagement from the students, thereby changing the experience of knowledge acquisition.
Website: www. avu. org One appeal of the blended model for youth and lifelong learners is the flexibility it offers to combine work and study.
and the vast amount of free content available on the internet, the student (young and old) can choose what
As of September 2013 Coursera has had 17 million enrolments from students in 190 countries. 155 Website:
and adopt connectivist pedagogy principles156 to deploy free and open access to instructional material on the internet.
As a model, collaborative learning undergirds many significant ICT initiatives such as the open source model. In the education sector, students enrolled in MOOCS are found to collaborate through social media and Meetups161 from their own locales across the world.
ICTS and social media have brought down the barriers to collaboration and openness. 162 With these barriers removed,
the possibilities for collaborative learning are open to anyone. Those who participate enrich their knowledge by being exposed to a multitude of viewpoints and experiences of people with
/160 Second life Directory, http://wiki. secondlife. com/wiki/Second life education directory. 161 Meetups are intentional gatherings of people who share similar interests.
See more at www. meetup. com/.162 Clay Shirky, The Political Power of Social media, Foreign affairs 90,
no. 1 (2011): 28 41.163 Nilofer Merchant, Let Your Ideas Go,"(Harvard Business Review, Blogs.
Hbr. org, June 26, 2012), http://blogs. hbr. org/cs/2012/06/let your ideas go. html. Digital opportunities: Innovative ICT solutions for youth employment 49 Figure 18:
Website: info. p2pu. org 7. 2 Partnerships for learning and jobs As noted in chapters 3 and 4,
ITU Google summer of code, launched in 2005, is a global programme that has granted over 6 000 stipends to post-secondary developers for writing code for open source software projects.
This event is held annually in various parts of the world. Students are paired with a mentor/s and given exposure to real-world software development scenarios and the opportunity for employment.
Website: code. google. com/soc 7. 3 Learning and innovation places The classic notion of the learning place is associated with organized institutions such as schools, universities,
and vocational training centres. With the advance of new learning models described above, youth are taking learning to places like technology hubs, co-working spaces,
and hacker/maker spaces. The popularity of these places demonstrates the lasting value of face-to-face interaction,
and wide adoption of web 2. 0 technologies would give rise to social networking, collaborative content creation and democratized innovation. 165 The technological changes seen in the intervening years have gone already farther than predicted in that report,
especially in terms of the widespread impact of social networking and new locales for learning. 7. 3. 1 Co-working spaces and technology hubs There are a growing number of co-working spaces
The ihub provides a space where young entrepreneurial members can receive mentorship, internet connectivity and the possibility of venture funding through connections with the international venture capital community.
web and mobile phone programmers, designers and researchers. The ihub is part open community workspace (co-working), part nexus for investors and venture capitalists,
Website: www. ihub. co. ke 7. 3. 2 Hacker/maker spaces Another type of space is the hackerspace, or makerspace.
A core piece of equipment is the 3d printer, allowing one to make three-dimensional solid objects of virtually any shape from a digital model.
Laser cutters, vinyl cutters, CNC (computer numerical control) routers and CNC milling machines are often part of the equipment mix as well.
thus becoming a fertile ground for innovation and creation. 167 Ranging from video games to repositories to open courseware to social media,
the internet offers multiple possibilities to acquire information and share knowledge. 7. 4. 1 Online repositories With the ongoing explosion of content and choices, there is the need to organize
Over a thousand users visit the site daily to access hundreds of titles in the repository free to download
Website: www. etnassoft. com 7. 4. 2 Games It is estimated that young people spend an average of two hours a day playing video and/or online games.
playing video games moved online. This move has resulted in an explosion of creativity, including for learning.
Website: www. minecraftedu. com/167 Manuel Castells and Gustavo Cardoso, The Network Society,(WASHINGTON DC: Johns Hopkins Center for Transatlantic Relations, 2006.
Innovative ICT solutions for youth employment 53 7. 4. 3 Social media Social media are used extensively for learning as well.
Some of the major sites (e g. Facebook and Twitter) became known as platforms for the exchange of personal stories and leisure activities,
but more and more people are using these for educational and professional purposes as well. Social networks, blogs, podcasts, video sharing (Youtube, Vimeo), photo sharing (Flickr, Picasa), social bookmarks (Evernote, del icio us), presentation sharing (Prezi, slideshare), discussion
forums (Google groups), events (Meetup) and thousands of other platforms are being used by individuals and institutions of learning to enrich the learning experience.
people who enrol in MOOCS take advantage of both online social media tools and applications such as Meetup to organize face-to-face study sessions at a local coffeehouse, library,
even creating new connections based on your experience. 168 7. 4. 4 Mobile phones learning on the go There are over 5. 2 billion mobile phone subscriptions in developing countries. 169 The ubiquity of mobiles
Taking advantage of the enormous mobile phone usage there are a multitude of efforts aimed at the full spectrum of knowledge
The Mobiles for Education Alliance, comprised of 18 members (including: British Council, ITU, the Mastercard Foundation, Organization of american states, USAID, World Vision, World wide web Foundation) is illustrative of the interest
and dedication being directed to the potential of mobile phones to vastly expand learning opportunities, especially for those in developing countries. 171 Mobile learning is still in its infancy,
with ongoing research being undertaken to understand what works, the conditions that contribute to successful outcomes,
while others integrate mobiles into a broader educational experience following the blended learning, self-directed learning, and collaborative learning examples discussed earlier.
And while there are many programs that can be accessed via basic or feature phones it is the proliferation of data-enabled phones (smart phones) that offers the greatest opportunities for mobile learning.
In all cases, mobile devices can help young students access information at their own pace, and in some cases minimize the costs
and inconveniences of having to travel to urban centres. 168 Paul Mcfedries, I'm in the Mood for MOOCS, Spectrum.
Mobiles for Youth Workforce Development, Mobiles for Education Alliance, 2013,21, www. meducationalliance. org/content/mobiles-youth-workforce-development-landscape-review. 171 Mobiles
and cybercafés to combine the portability of smart phones with the broader functionality of personal computers.
Research on teens in South africa who have smart phones and who frequent public access points found that they value the benefits of the computers for educational uses,
though they also reported a desire for these places to institute services that would leverage their mobiles as well. 172 7. 5 Certification The certification process is a verification of competencies
or skills resulting from having taken courses, performed training activities or successfully completed a programme.
including Microsoft, CISCO, HP, Samsung, Apple, and Google, also offer certificates. The self-directed learner can earn some of these certificates online directly.
NGOS and private institutes also rely heavily on the curricula and certificates from these companies to offer face-to-face instruction.
For example, one can take the Microsoft Digital Literacy curriculum from the Microsoft site173 or enrol at one of the thousands of civil society organizations worldwide that offer this training.
The most prominent example is the European Computer Driver Licence. 174 Despite its name there are accredited test centres in most countries in the world.
Global and regional initiatives also exist. 172 Marion Walton and Jonathan Donner, Public Access, Private Mobile, Global Impact Study Research Report Series,(Seattle:
Technology & Social Change Group, University of washington Information School, 2012), www. globalimpactstudy. org/wp-content/uploads/2012/11/Public-access-private-mobile-final. pdf. 173 Microsoft
Digital Literacy curriculum, www. microsoft. com/about/corporatecitizenship/citizenship/giving/programs/up/digitalliteracy/default. mspx. 174 European Computer Driver Licence, www. ecdl. org.
Innovative ICT solutions for youth employment 55 The European Computer Driving Licence is an international computer skills certification programme.
Outside of Europe it is known as the International Computer Driving Licence. The certification programme operates in 41 languages,
The programme consists of series of modules to build different levels of computer skills from basic to advanced that will prepare people for work or studies.
Website: www. ecdl. org 7. 5. 1 Badges New thinking is entering the certification arena,
As a recent OECD report on the Outlook of Science, Technology and Industry points out,
lack of software and technical support; absence of reliable electrical supply; inadequate student-computer ratios; ICT learning restricted to studying basic computer literacy and not for learning other subjects;
and importantly, the limited capacity of teachers to make more integrated use of ICTS for teaching
and learning. 178 There are many active regional initiatives. The Latin american Network of Educational Portals (RELPE) 179 gathers ministers of education from 23 countries (25 portals) in the region
it should be noted that new national 177 OECD, OECD Science, Technology and Industry Outlook 2012 (OECD Publishing, 2012), 486,
/180 OECD, OECD Science, Technology and Industry Outlook 2012; infodev, Information and Communication Technology for Education in India and South Asia,"(Infodev. org, June 4, 2010), www. infodev. org/en/Publication. 876. html. 181
telecommunications, youth or human development, education, social development and even industry work together to identify common areas of interest
OECD, OECD Science, Technology and Industry Outlook 2012: 486; and Kozma and Isaacs, Transforming Education:
OECD, OECD Science, Technology and Industry Outlook 2012.185 Kozma and Isaacs, Transforming Education: the Power of ICT Policies;
www. forbes. com/sites/parmyolson/2012/09/06/why-estonia-has started-teaching-its-first-graders-to-code/.
and support as they have shown to be fertile sites for innovation and learning. Promoting these kinds of activities requires openness to uncertainty and risk.
and then launched hackathons (such as the Summer of code with support from Google) to develop apps for these two systems.
young people from the open source movement, university researchers, the private sector, international donor agencies and national governments.
Technology Outlook for Singaporean K-12 Education 2012-2017,(Austin, Texas: The New Media Consortium, 2012), www. comminit. com/ict-4-development/content/technology-outlook-singaporean-k-12-education-2012-2017.194 Openmrs
, http://openmrs. org/.195 Jembi Health Sysetms, www. jembi. org/programs/./Digital opportunities: Innovative ICT solutions for youth employment 60 At the same time, it is important for governments to recognize the growth
Technology Outlook for Singaporean K-12 Education 2012-2017.197 International Youth Foundation, Opportunity for Action:
Jobs. 198 OECD, OECD Science, Technology and Industry Outlook 2012.199 Cisco, QA Apprenticeships, http://apprenticeships. qa. com/employers/corporate-bespoke-apprenticeships
/203 OECD, OECD Science, Technology and Industry Outlook 2012. Digital opportunities: Innovative ICT solutions for youth employment 62 Foster innovation through contests and competitions.
Beyond these sectors, the internet itself is responsible for making possible new opportunities that have generated livelihoods for millions of people.
Crowdsourcing, microwork, app development, and other emerging income generating activities owe their existence to global internet expansion that continues to connect more and more of the world's population.
Seizing these opportunities requires the right skills and knowledge. Which skills are needed for which jobs however is not straightforward.
Whereas basic computer skills and knowledge of productivity applications may still qualify a person for routine office work,
these new opportunities require one or more of several other abilities in such areas as information seeking, communication, collaboration, content production, multimedia creation, web design, security and privacy
, solving technical problems, and programming, among others. Becoming a successful entrepreneur requires business skills as well, such as operations and management, finance, marketing, communications, research,
Anyone with an internet connection can access open courseware, enrol in a MOOC course, or receive a badge certifying mastery of a subject.
Indeed, some of the greatest opportunities may be realized by combining online and offline activities. Youth are suited ideally to take advantage of these opportunities.
Innovative ICT solutions for youth employment 63 and have driven the explosive expansion of social media and other web 2. 0 applications.
Telecentres, libraries, community technology centres and other places that offer computer resources, internet connectivity, and space for group activity are positioned ideally to implement programmes that will provide youth with the skills
Green Jobs for Youth. 2011. http://switchboard. nrdc. org/blogs/mdavidson/Youthgreenjobs%20-%20gracey,%20davidson. pdf. European commission.
"Information technologies & International Development 8, no. 2 (2011): 17-32. Gereffi, Gary, Karina Fernandez-Stark, and Phil Psilos."
Global Entrepreneurship Monitor. 2011 GEM Global Report. Babson Park, Mass: Babson college, 2011 www. gemconsortium. org/about. aspx?
I-Hub Blog, October 23, 2012, www. ihub. co. ke/blog/2012/10/silicon-savannah-hype-or-reality-a-recap-of-last-weeks-event/.
"Global Employment Outlook September 2012: Bleak Labour market Prospects for Youth.""Geneva: International Labour Office, 2012.
International Labour Office. 2012 International Telecommunication Union (ITU. A Bright Future in ICTS Opportunities for a New Generation of Women.
International Telecommunication Union. The ICT Opportunity for a Disability-Inclusive Development Framework. Geneva: ITU, 2013 International Telecommunication Union.
Making Mobile phones and Services Accessible, 2012 International Telecommunication Union (ITU. Measuring the Information Society 2012.
Geneva: ITU, 2012. www. itu. int/ITU-D/ict/publications/idi/International Telecommunication Union (ITU.
Measuring the Information Society 2013. Geneva: ITU, 2013. www. itu. int/en/ITU-D/Statistics/Pages/publications/mis2013. aspx.
International Youth Foundation, 2012. www. microsoft. com/enus/news/presskits/citizenship/docs/finalopp for action paper. pdf. Jenvey, Nicola.
Technology Outlook for Singaporean K-12 Education 2012-2017. Austin, Texas: The New Media Consortium, 2012. www. comminit. com/ict-4-development/content/technology-outlooksingaporean-k-12-education-2012-2017.
Harvard Business Review, HBR Blog Network, June 26, 2012. http://blogs. hbr. org/cs/2012/06/let your ideas go. html. Miller, Riel, Hanne Shapiro,
Monitor Group. Job creation Through Building the Field of Impact Sourcing. Rockefeller Foundation, 2011. www. rockefellerfoundation. org/blog/job creation-through-building-field.
Moraa, Hilda and Wangechi Mwangi. The Impact of ICT Hubs On African Entrepreneurs: A Case study Of ihub (Nairobi.
OECD Digital economy Papers, No. 198. OECD Publishing, 2012. http://dx. doi. org/10.1787/5k994f3prlr5-en.
OECD. OECD Science, Technology and Industry Outlook 2012. OECD Publishing, 2012: 466. http://dx. doi. org/10.1787/sti outlook-2012-en.
Forbes. com, September 6, 2012. www. forbes. com/sites/parmyolson/2012/09/06/why-estonia-has started-teaching-itsfirst-graders-to-code/.
Vision Mobile. September 2013, www. visionmobile. com/blog/2013/09/report-the-eu-app-economy-530000-jobs-and-rising/Partnership for 21st Century Skills."
"P21 Framework Definitions.""Last modified December 2009. www. p21. org/storage/documents/P21 framework definitions. pdf Plan CEIBAL, The.
Mobiles for Youth Workforce Development. Mobiles for Education Alliance, 2013,21. Last modified, Oct 2, 2013. www. meducationalliance. org/content/mobiles-youth-workforce-development-landscapereview.
Rowan, David. Want to become an internet billionaire? Move to Africa. wired. com. uk, November 4, 2011. www. wired. co. uk/news/archive/2011-11/04/get-rich-move-to-africa.
Shirky, Clay. The Political Power of Social media. Foreign affairs 90, no. 1 (2011): 28 41. Sondergaard, Lars,
and Mamta Murthi. Skills, Not Just Diplomas, Managing Education for Results in Eastern europe and Central asia.
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2012. www. forbes. com/sites/devinthorpe/2012/10/15/get-ready-here-it-comes-crowdfunding-willexplode-in-2013/.
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/Walton, Marion, and Jonathan Donner. Public Access, Private Mobile. Global Impact Study Research Report Series.
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Affordances of the web Refers to properties of a web site's user interface that allows the easy discovery of possible actions.
Apps Software application developed for a digital device. The term is associated often with the applications that run on mobile phones.
Badges A certification system for recognizing skills and knowledge, led by the Mozilla Foundation. Barcamp An international network of technology-related conferences where participants set the agendas.
Codefest An event where technical people convene to write computer code. Coding Writing instructions for a computer program.
Connectivism A network-based pedagogy that informs the work of MOOCS, OCW and other open access initiatives.
Crowdfunding The collective effort of individuals who network and pool their money, usually via the internet, to support an entrepreneur's business.
Crowdsourcing Outsourcing of tasks or larger projects to a distributed group of people. Customer relationship management (CRM) The management of an organization's interactions with its customers, typically involving technology.
Data depulication A technique for eliminating duplicate copies of repeating data. Digital native A person born after the general introduction of digital technologies.
Enterprise resources management (ERM) A business method that addresses an organization's relationships with all of its constituencies (customers, partners, suppliers, employees, etc..
ERM goes beyond customer relationship management (CRM. Flipped classroom An instructional model where students view video lectures and other online resources outside of class,
Geographic information system A system for capturing, manipulating, analyzing, and displaying geographical data. Gold Farming Playing a multiplayer online game to acquire in-game currency that other players purchase in exchange for real-world money.
Hackable games Games where players, who do not necessarily identify as developers or coders, can change aspects of the game and share their changes with other players.
Hackathon Event where computer developers, graphic designers, and/or other experts come together to collaborate and produce software projects,
apps, and other solutions. Hacker/maker space Community-operated workspace where people with common interests meet
and collaborate around computers, technology, or digital art. Digital opportunities: Innovative ICT solutions for youth employment 70 HTML Hypertext markup language (HTML) is the main markup language for creating web pages
and other information that can be displayed in a web browser. HTTP and HTTPS The Hypertext transfer protocol (HTTP) is an application protocol that forms the foundation of the World wide web.
Hypertext transfer protocol Secure (HTTPS) adds security capabilities to standard HTTP. Human resource management (HRM) The management process of an organization's human resources, encompassing employee recruitment, selection, assessment and other functions.
Information technology Outsourcing (ITO) Refers to the outsourcing of computer or internet related work, such as programming.
Mobile learning Learning via a mobile device or learning that happens when the learner is not at a fixed location.
stronger player in a role playing video game to level a character more quickly than is possible alone.
Web 2. 0 Websites that allow users to interact, collaborate, and create content (in contrast to static websites).
Web literacy Refers to not only being able to read the web but also having the ability to‘write'it (create pages, documents and multimedia assets).
International Telecommunication Union (ITU) Telecommunication Development Bureau (BDT) Office of the Director Place des Nations CH-1211 Geneva 20 Switzerland Email:
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and Partnership Department (IP) Project Support and Knowledge management Department (PKM) Email: bdtdeputydir@itu. int Email:
bdtiee@itu. int Email: bdtip@itu. int Email: bdtpkm@itu. int Tel.:++41 22 730 5784 Tel.:+
+41 22 730 5421 Tel.:++41 22 730 5900 Tel.:++41 22 730 5447 Fax:+
+41 22 730 5484 Fax:++41 22 730 5484 Fax:++41 22 730 5484 Fax:+
+41 22 730 5484 Africa Ethiopia Cameroon Senegal Zimbabwe International Telecommunication Union (ITU) Regional Office P o box 60 005 Gambia Rd.
Leghar ETC Building 3rd floor Addis ababa Ethiopia Union internationale des télécommunications (UIT) Bureau de zone Immeuble CAMPOST, 3e étage Boulevard du
20 mai Boîte postale 11017 Yaoundé Cameroon Union internationale des télécommunications (UIT) Bureau de zone 19, Rue Parchappe x Amadou
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itu-harare@itu. int Tel.:++251 11 551 4977 Tel.:++237 22 22 9292 Tel.:+
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+251 11 551 7299 Americas Brazil Barbados Chile Honduras União Internacional de Telecomunicações (UIT) Regional Office SAUS Quadra 06, Bloco
E 11 andar, Ala Sul Ed. Luis Eduardo Magalhães (Anatel) 70070-940 Brasilia, DF Brazil International Telecommunication Union (ITU) Area
Office United nations House Marine Gardens Hastings, Christ church P o box 1047 Bridgetown Barbados Unión Internacional de Telecomunicaciones (UIT) Oficina de Representación de
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Office Smart Village, Building B 147, 3rd floor Km 28 Cairo Alexandria Desert Road Giza Governorate Cairo Egypt International Telecommunication
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CH-1211 Geneva 20 Switzerland Switzerland Email: eurregion@itu. int Tel.:++41 22 730 5111 02/2014 Printed in Switzerland Geneva, 2014 International Telecommunication Union Telecommunication Development Bureau Place des Nations CH
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