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Digital opportunities: Innovative ICT solutions for youth employment February 2014 This report was developed and published by the International Telecommunication Union (ITU),
and grew out of the youth employment and entrepreneurship initiative between ITU and Telecentre. org Foundation.
The partnership seeks to advance youth employability, entrepreneurship, and social inclusion by addressing challenges surrounding integrating young people into the employment market, highlighting
innovative approaches and uses of ICTS, and providing pathways to boost self-development, knowledge and skills
3 Please consider the environment before printing this report ¤ITU 2014 All rights reserved. No part of this publication may be reproduced, by any means whatsoever, without the
prior written permission of ITU Digital opportunities: Innovative ICT solutions for youth employment iii Lead authors
Chris Coward is the cofounder, Principal Research Scientist, and Director of the Technology & Social
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
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
why I am proud to be the Patron of the Young Innovators Programme at ITU TELECOM World events, and
Telecommunication Development Bureau (BDT), I am engaged fully in empowering youth through initiatives such as my flagship m-Powering Development initiative,
mobile phones to promote education, commerce, health, sport and more. International Girls in ICT Day celebrated on the fourth Thursday of every April, is designed likewise to ensure that young women join
new Youth employment and Entrepreneurship Resources Database at www. itu. int/ITU-D/youth What will be required to connect more youth to this new world of opportunities?
Telecommunication Development Bureau Digital opportunities: Innovative ICT solutions for youth employment v Table of contents Page 1 Introduction...
4. 2 Microwork and crowdsourcing...18 4. 3 Apps development...21 4. 3. 1 App demand in developing countries...
4. 6 Mobile phone repair and computer assembly...26 4. 7 Green jobs...26 4. 7. 1 Green jobs and ICTS...
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...
6. 5 Mobile resources...41 6. 6 Comprehensive programmes...42 7 Getting there †becoming ICT-savvy...
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...
an even wider range of opportunities brought about by the growth of the â€oeapp economy, †mobile phones
social media, and the game industry For today†s youth this signals an opportunity, if the right steps are taken.
a database that includes the resources and can be updated continuously as new ones become available.
is hoped that this database will provide youth with a valuable asset in their efforts to secure meaningful
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 and some of the factors that
app development, that are a direct result of advances in ICTS and global internet diffusion.
This chapter provides data and context about youth unemployment, and discusses the primary causes of this acute state of affairs
4 Global Entrepreneurship Monitor, â€oegem 2011 Global Report, †(Babson Park, Mass: Babson College, 2011
for Government, 2012), www. improvingthestudentexperience. com/library/general/Educationtoemployment. pdf 10 World bank. World Development Report 2013:
particularly wide in theoretical and hands-on training, problem solving, and computer literacy. 15 The unemployment situation varies significantly between developed and developing countries, and
likely to lack the life skills required for formal employment as well as the social networks needed to obtain
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 and Working conditions, Young People and NEETS in Europe:
UNESCO, 2010), http://unesdoc. unesco. org/images/0018/001891/189108e. pdf 34 International Youth Foundation, Opportunity for Action:
ITU World Telecommunication/ICT Indicators database Educational attainment among youth is chronically low. In Sub-saharan africa just 77 per cent of
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
An Analytical Framework,"Information technologies & International Development, 8, no. 2, 2011 62 European commission,"e-Skills week 2012:
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,
Website: www. ckw. applab. org 63 Gary Gereffi et al.""Skills for Upgrading: Workforce Development and Global Value Chains in Developing Countries
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
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
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
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, especially if they are working with illiterate populations. 70
Improve data management Streamline financial transactions Mitigate fraud and abuse Other/Unknown Pe rce nt
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.
The project is part of the global Roll Back Malaria Partnership 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. By doing this the program aims to reduce stock-outs, increase access to essential
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
These services include information technology outsourcing (ITO), business process outsourcing (BPO), and knowledge process outsourcing (KPO) as well as industry specific services. 72 73
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.
software. BPO is a diverse category that contains activities related to the management of enterprise resources (ERM
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, cybercafes †and many are
even finding and carrying out work via their mobile devices. The very notion of the â€oework place†now
New approaches to outsourcing like crowdsourcing and microwork are providing young people worldwide with task
enabled by mobile phones. 81 Young people can now find and carry out work, launch their entrepreneurial
endeavours and even get paid via their cell phones. Young people are doing mobile microwork, and also
Given the growth in mobile phones, there is a lot of interest in mobile applications and how the emerging
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 apps
This includes a need for people with skills to develop accessible software and websites for people with disabilities
The fields of ICT repair, maintenance, and sales are explored also as they continue to be a source of
infodev, 2011), 28, www. infodev. org/en/Publication. 1076. html 81 World bank, Information and Communications for Development 2012 Maximizing Mobile,(Washington, D c.:
World Bank, 2012), 75, http://go. worldbank. org/0j2ctqtyp0 82 M-PESA (M for mobile, pesa is Swahili for money) is an innovative mobile transfer solution that enables customers to
transfer money. It is aimed at mobile customers who do not have a bank account, either by choice,
which was done as a partnership between Safaricom and Vodafone 83 The app economy refers to the range of economic activity surrounding mobile applications.
hardware devices on which apps are designed to run. www. techopedia. com/definition/28141/app-economy
While it may be skilled common for, educated workers to use existing web-based job-matching services to
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,
Mobile phones are becoming an important tool for job seekers and there are a number of job-matching
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.
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,
voice and traditional data entry, coding, tagging, and text-based tasks can be broken down into small
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 â€oecrowdsourcing, †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.
Most workers are compensated via electronic payment systems, such as Paypal. Crowdsourcing is becoming increasingly popular as a way for employers
to instantaneously increase their workforce †without the investment and commitments associated with hiring full-time employees †though,
as critics point out, this also enables companies to avoid providing social benefits such as healthcare for these workers.
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 in order to maximize sales. Crowdflower uses crowdsourcing to harness a round-the-clock workforce that spans more than 70 countries
multiple languages, and can access up to half a million workers to dispatch diverse tasks and provide near-real time answers.
Tasks are collated and checked for accuracy, and the results sent back to the customers. Crowdflower was started in 2007
Website: http://crowdflower. com 86 Anjali Ramachandran, â€oecrowdsourcing Examples, †http://crowdsourcingexamples. pbworks. com and
http://crowdsourcingexamples. pbworks. com/w/page/16668424/Individual businesses%2c sites or forums that channel
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 â€oeaggregators†to workers across geographic boundaries, using the internet or mobile phones.
Workers are paid small amounts of money for completing each task. Microwork favours tasks that cannot be automated readily
products on an e-commerce site Referred to as a kind of digital blue-collar work, microwork requires little training, and many
millions of underprivileged people equipped with internet-connected mobile phones. The motto of the m2work challenge is:
tool would crowdsource maps at a very low cost in developing nations by employing fleets of rickshaw
88 â€oemicrowork, †Wikipedia, https://en. wikipedia. org/wiki/Microwork, accessed on December 3, 2012 89 World bank, â€oenew Frontiers and Opportunities in Work.
91 Monitor Group, â€oejob 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
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 (â€oemicrowork†are distributed to the workforce,
including 1 600 women and youth working with partner organizations in countries such as Haiti, Pakistan, and Uganda.
Workers develop capacity 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-â€oeappsâ€-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,
The number of apps for Android has risen at roughly the same pace Games are considered still to be the most lucrative apps.
mobile and developer communities in East Africa have both been games-a Matatu racing game that has
It requires investment in constant development, upgrades, and new features. App stores are highly competitive
by a single teenage programmer, or by a large team at a big company 92 Michael Mandel, â€oe752, 000 App Economy jobs on the 5th anniversary of the App store, †(Progressive Policy Institute
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
•IT-related jobs that use app economy skills†the ability to develop, maintain, or support mobile
•Media and software companies that engage in app development for consumer use under their
•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, â€oethe 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
could be particularly strong in countries with large markets, rapidly increasing levels of user engagement
and smartphone penetration as in Asia, Latin america, Eastern europe, Russia and Africa 4. 3. 2 Tech hubs for app development
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
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.
of enterprises in mobile content and applications and are part of a wider mobile innovation programme
In many developing countries where mobile phones are the primary means of accessing information via the internet, mobile apps that improve people†s health, finances,
and livelihoods hold great promise Social intermediaries such as non-governmental organizations are playing an important role in
It should be noted that some of those mobile services have not been â€oeapps†per se, but aggregated services or lower tech solutions such as SMS or
technical skills who can develop accessible software, websites, and other ICTS. Currently, however, there is a vast shortage of people with these skills.
association will produce educational materials for business leaders, designers, and software developers administer professional accreditation certifications; elevate awareness of local and regional activities
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, Section 508 requires all public procurement of ICTS to be accessible to people with
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 a range of other innovative features, accessories, and third
100 International Telecommunication Union. The ICT Opportunity for a Disability-Inclusive Development Framework; ITU 2013,3
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
stronger player in a role playing video game to level a character more quickly than is possible alone.
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 training and employment in many regions around the world. 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
educate orphans and vulnerable children in Rwanda in computer applications, maintenance repair, and use of technological tools to help them create jobs
livelihoods programme called AKAZI KANOZE, youth are trained in computer maintenance and repair, as well as photography and design.
Website: atedec. wordpress. com 4. 7 Green jobs There is increasing consensus in the development community that the global environmental crisis is an
Data centres and other ICT infrastructures are increasingly vital for all sectors of the economy, and green
writing software or developing and manufacturing environmentally efficient semiconductors and other products for instance. Other green
information systems to satellite imagery and geospatial tools include •natural disaster management •precision agriculture
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 â€oesmartâ€
energy-efficient economic growth, and environmental protection 5 ICT employability skills What skills are required to take advantage of the opportunities described in this report?
The popularization of Web 2. 0, social media, mobile apps, and other ICT advancements have changed dramatically the playing field.
for most jobs entailing use of computers. While this may still hold true in some cases, basic computer
literacy is not sufficient to pursue the majority of new opportunities described in earlier chapters.
literacy, media (or multimedia) literacy, 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
Next, 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. â€oegreen Jobs for Youth, †2011 http://switchboard. nrdc. org/blogs/mdavidson/Youthgreenjobs%20-%20gracey,%20davidson. pdf
115 UN Focal point on Youth, â€oewhat Are the Up-and-coming Areas for Youth employment in Your Country?
Youth Report Website, last modified on December 29, 2011 www. unworldyouthreport. org/index. php? option=com k2&view=item&layout=item&id=23&itemid=128
Digital opportunities: Innovative ICT solutions for youth employment 29 a variation of ICT skills that is becoming increasingly important for some careers.
5. 1 Computer literacy Computer literacy â€oerefers to the ability to use computers and related technologies, from end-users to ICT
professionals. It is understood generally as the knowledge 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 content
3. 4 Programming 4. Safety 4. 1 Protecting devices 4. 2 Protecting personal data 4. 3 Protecting health
4. 4 Protecting the environment 5. Problem solving 5. 1 Solving technical problems 5. 2 Identifying needs and technological responses
those focused on computer literacy. First, digital literacy frameworks are typically more explicit about the breadth of life purposes for which being digitally literate is necessary.
netiquette, engaging in online citizenship, protecting personal data, and so on. In this way digital literacy frameworks adopt a holistic approach,
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
users of technology to remain constantly aware of the changing technology landscape, and to take
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 â€oenot 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
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 linking Participation e g. etiquette curation Privacy e g. cookies, privacy controls
Search engine basics e g. keyword search filtering CSS basics e g. fonts positioning Collaboration e g. co-creation, wikis
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, add -ons 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. Beyond these technical skills, many initiatives and organizations have recognized the need for people to have a set of complementary soft skills to become more
employable. The Framework for 21st Century Learning, produced by the Partnership for 21st Century Skills
articulates the key elements needed to ensure people are equipped for lifelong success. Among other features, it depicts the close and symbiotic relationship between ICT-related skills and these other skills
Figure 13: Partnership for 21st Century Skills Framework Source: Partnership for 21st Century Skills124 As shown in Figure 13,
in addition to the standard core subjects (the 3rs of reading, writing, and arithmetic), the other three outcome areas are:
life and career skills; learning and innovation skills, and information, media and technology skills. The latter has been addressed in detail above.
www. p21. org/storage/documents/P21 framework definitions. pdf Digital opportunities: Innovative ICT solutions for youth employment 35
Monitor (GEM) estimated that 388 million entrepreneurs were engaged actively in starting and running new businesses in 2011 around the globe,
purposes can be found in the accompanying resource database Entrepreneurship, Emprendimiento, Ujasiriamali The importance of entrepreneurship is being elevated around the world.
126 Global Entrepreneurship Monitor, â€oe2011 GEM Global Report. †It should be noted that the GEM surveys entrepreneurs
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 â€oesilicon Lagoon†with important outside investors showing interest in their local startups
has a core function in this In addition to the employability skills listed in chapter 5, there are a number of entrepreneurial skills that
128 David Rowan, â€oewant to become an Internet billionaire? Move to Africa, †(wired. com. uk, November 4, 2011
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,
A recap of last week†s event, †I-Hub Blog, October 23, 2012 www. ihub. co. ke/blog/2012/10/silicon-savannah-hype-or-reality-a-recap-of-last-weeks-event
/Digital opportunities: Innovative ICT solutions for youth employment 38 Important skills for digital entrepreneurs In addition, digital entrepreneurs also require skills in a variety of areas related to business
•email (and managing mailing lists •presentations •virtual collaboration Research •ability to find
•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. There are an increasing number of initiatives under way around the world designed to help young ICT entrepreneurs obtain professional advice to refine their
business ideas and secure funding through investors and contests Mentorship is considered crucial for young entrepreneurs to survive
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, â€oewhy 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
brief profile 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.
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. â€oeinformal 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, and
internet, to support an entrepreneur†s business. Crowdfunding platforms have become a popular way for
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 network of technology-related conferences where participants set the agendas
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
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
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, â€oewhy 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
major software companies, many in conjunction with development agencies. Some of these resources are available entirely online,
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
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, manage their supply chain,
and streamline their business operations. With the number of mobile phone devices far eclipsing personal computers in most of the world â€oefor 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.
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
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
There are currently over 1000 farmers in West Java, Indonesia actively participating in the â€oecrop 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
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.
increasingly sophisticated technologies and applications that are available on smart phones, tablets and personal computers Digital opportunities:
Innovative ICT solutions for youth employment 43 A study looking at learning spaces and the influence of ICTS identifies six trends as the hallmark of the
d. Internet resources can bypass peer review, changing the traditional publication and distribution processes E learning can occur out of sequence as a result of intentional and serendipitous interactions on
and offline f. Students construct content rather than just consuming it. Students are active authors of content
encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced instruction. In flipped classrooms, 149 for instance, technologies are integrated intricately in the teaching
internet The story of Kelvin Doe Kelvin Doe is a young teenager from Sierra leone whose self-taught technical wizardry and
panel at 2012 Maker Faire in New york, serving as an inspiration to young innovators Choosing a hands-on,
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
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.
Australia. http://sydney. edu. au/news/science/397. html? newsstoryid=10307. Similar stories emerged earlier in Canada
Website: www. avu. org One appeal of the blended model for youth and lifelong learners is the flexibility it offers to combine
With ICTS and the vast amount of free content available on the internet, the student (young and old) can
that 68 per cent of its users are â€oefrom outside the United states, with India, China, Brazil, and Mexico all in
Website: www. coursera. org /152 Anya Kemenetz, â€oeonline courses are taking off: But there†s a major downside, †(Slate. com, November 2013
hurt national systems. html 153 Tamar Lewin, â€oeafter setbacks, online courses are rethought, †(New york times, December 10, 2013 www. nytimes. com/2013/12/11/us/after-setbacks-online courses-are-rethought. html?
emc=eta1 154 Anya Kemenetz, â€oeonline courses are taking off: But there†s a major downside, †(Slate. com, November 2013
hurt national systems. html 155 Coursera, www. coursera. org/about/community Digital opportunities: Innovative ICT solutions for youth employment
the internet. Other examples of initiatives assisting self-directed learning include: Moodle157, Udacity158 Edx159, Second Life160, among others
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 whom they otherwise would have been unlikely
/160 Second life Directory, http://wiki. secondlife. com/wiki/Second life education directory 161 Meetups are intentional gatherings of people who share similar interests.
/162 Clay Shirky, â€oethe Political Power of Social media, †Foreign affairs 90, no. 1 (2011: 28†41
163 Nilofer Merchant, â€oelet 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
Website: info. p2pu. org 7. 2 Partnerships for learning and jobs As noted in chapters 3 and 4,
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,
the emergence 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
widespread impact of social networking and new locales for learning 7. 3. 1 Co-working spaces and technology hubs
mentorship, internet connectivity and the possibility of venture funding through connections with the international venture capital community.
a focus on young entrepreneurs, web and mobile phone programmers, designers and researchers. The ihub is part open community workspace (co-working), part nexus for
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.
cutters, CNC (computer numerical control) routers and CNC milling machines are often part of the equipment mix as well.
online that allows users to learn and demonstrate their skills. Online channels have broken the barriers to
games to repositories to open courseware to social media, the internet offers multiple possibilities to acquire information and share knowledge
Over a thousand users visit the site daily to access hundreds of titles in the repository free to download and distribute
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
As game content became digitalized, playing video games moved online. This move has resulted in an explosion of creativity,
Website: www. minecraftedu. com /167 Manuel Castells and Gustavo Cardoso, The Network Society,(WASHINGTON DC: Johns Hopkins Center for Transatlantic
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. For example, 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, or someone†s house.
Education experts call this connectivism, where â€oeknowledge isn†t a set of isolated facts to be memorized.
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
has turned them into a learning tool that can bring people living in remote areas closer to education
Taking advantage of the enormous mobile phone usage there are a multitude of efforts aimed at the full
The Mobiles for Education Alliance, comprised of 18 members including: British Council, ITU, the Mastercard Foundation, Organization of american states, USAID
the potential of mobile phones to vastly expand learning opportunities, especially for those in developing countries. 171
while others integrate mobiles into a broader educational experience following the blended learning, self-directed learning, and collaborative learning examples discussed
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
Mobiles for Youth Workforce Development, †Mobiles for Education Alliance, 2013 21, www. meducationalliance. org/content/mobiles-youth-workforce-development-landscape-review
171 Mobiles for Education Alliance, www. meducationalliance. org /Digital opportunities: Innovative ICT solutions for youth employment
54 There is an opportunity for public access points, such as telecentres, libraries, and cybercafã s 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
Technology companies, 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
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
172 Marion Walton and Jonathan Donner, Public Access, Private Mobile, Global Impact Study Research Report Series
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
Digital opportunities: 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, working through partnerships with
national operators and test centres located in 148 countries. 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. Certification programmes are designed to be accessible to everyone, and there are fees associated with the certification
Website: www. ecdl. org 7. 5. 1 Badges New thinking is entering the certification arena,
with the one garnering significant recent attention is known as â€oebadges. †Badges have become an alternative form of accreditation,
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
177 OECD, OECD Science, Technology and Industry Outlook 2012 (OECD Publishing, 2012), 486 http://dx. doi. org/10.1787/sti outlook-2012-en
http://unesdoc. unesco. org/images/0021/002118/211842e. pdf 179 Red Latinoamericana de Portales Educativos (RELPE), www. relpe. org
/180 OECD, OECD Science, Technology and Industry Outlook 2012; infodev, â€oeinformation and Communication Technology for
Education in India and South Asia,"(Infodev. org, June 4, 2010), www. infodev. org/en/Publication. 876. html
In some countries ministries of labour, telecommunications, youth or human development education, social development and even industry work together to identify common areas of interest and
Technology and Industry Outlook 2012: 486; and Kozma and Isaacs, Transforming Education: the Power of ICT Policies
Outlook 2012 185 Kozma and Isaacs, Transforming Education: the Power of ICT Policies; Nidhi Tandon et al.
of Basic Informatics for Online learning. www. ceibal. edu. uy /188 Kozma and Isaacs, Transforming Education:
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.
support from Google) to develop apps for these two systems. The impetus for these efforts started at the
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
investments are designed to attract students into science, technology, engineering and mathematics STEM) fields. Similar programmes are emerging in developing countries.
â€oetechnology Outlook for Singaporean K-12 Education 2012-2017 "197 International Youth Foundation, Opportunity for Action:
198 OECD, OECD Science, Technology and Industry Outlook 2012 199 â€oecisco, †QA Apprenticeships, http://apprenticeships. qa. com/employers/corporate-bespoke-apprenticeships/qa
/203 OECD, OECD Science, Technology and Industry Outlook 2012 Digital opportunities: Innovative ICT solutions for youth employment
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
basic computer skills and knowledge of productivity applications may still qualify a person for routine
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, and technology management Soft skills such as critical thinking and problem solving, flexibility and adaptability, social and cross-cultural
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.
Youth are the heaviest users of most digital technologies Digital opportunities: Innovative ICT solutions for youth employment
and have driven the explosive expansion of social media and other web 2. 0 applications. It is these new
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
http://switchboard. nrdc. org/blogs/mdavidson/Youthgreenjobs%20 -%20gracey,%20davidson. pdf European commission. DIGCOMP: A framework for developing
and understanding digital competence in Europe. European commission, Joint Research Centre, Institute for Prospective Technological Studies (IPTS), 2013
"Information technologies & International Development 8, no. 2 (2011): 17-32 Gereffi, Gary, Karina Fernandez-Stark, and Phil Psilos."
Global Entrepreneurship Monitor. â€oe2011 GEM Global Report. †Babson Park, Mass: Babson College 2011 www. gemconsortium. org/about. aspx?
A recap of last week†s event. †I-Hub Blog, October 23, 2012 www. ihub. co. ke/blog/2012/10/silicon-savannah-hype-or-reality-a-recap-of-last-weeks-event
/infodev.""Improving Health, Connecting People: The Role of ICT in the Health Sector in Developing
www. infodev. org/en/Publication. 876. html Innovation Centre for Digital Education. www. tiigrihype. ee/en
"Global Employment Outlook September 2012: Bleak Labour Market Prospects for Youth.""Geneva: 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. Opportunity for Action: Preparing Youth for 21st Century Livelihoods Baltimore: International Youth Foundation, 2012. www. microsoft. com/en
-us/news/presskits/citizenship/docs/finalopp for action paper. pdf Jenvey, Nicola. â€oesa delegation praises DEMO Africa innovation competition in Kenya. †Young Business
Leaders, November 16, 2012. http://ybl. co. za/demo-africa-south-africa-contestants /Johnson, Larry, Samantha Adams Becker, Holly Ludgate, Michele Cummins, and Victoria Estrada
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 Digital opportunities: Innovative ICT solutions for youth employment 66 Johnson, Larry, Samantha Adams,
online education could hurt national systems. html Kozma, Robert B, . and Shafika Isaacs. Transforming Education: the Power of ICT Policies.
UNESCO, 2011. http://unesdoc. unesco. org/images/0021/002118/211842e. pdf Lehdonvirta, Vili, and Mirko Ernkvist.
Program, 2011. www. infodev. org/en/Publication. 1076. html Lewin, Tamar. â€oeafter setbacks, online courses are rethought, †New york times, December 10, 2013
-rethought. html? emc=eta1 Mandel, Michael. â€oe752, 000 App Economy jobs on the 5th anniversary of the App store. †Progressive
onomy-f. pdf Marlar, Jenny. â€oeglobal Unemployment at 8%in 2011: Youth are three times more likely than older
Merchant, Nilofer. â€oelet Your Ideas Go. †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, and Knud Erik Hilding-Hamann. â€oeschool's Over:
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. â€oethe Impact of ICT Hubs On African Entrepreneurs: A Case study
www. improvingthestudentexperience. com/library/general/Educationtoemployment. pdf OECD."Employment and Labour markets: Key Tables from OECD."OECD, 2012. www. oecd
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
6, 2012. www. forbes. com/sites/parmyolson/2012/09/06/why-estonia-has started-teaching-its -first-graders-to-code
530,000 jobs and rising. †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. Conectividad Educativa de Informã¡tica Básica para el Aprendizaje en Là nea, in
English Educational Connectivity of Basic Informatics for Online learning. www. ceibal. edu. uy /Raftree, Linda. â€oelandscape Review:
Mobiles for Youth Workforce Development. †Mobiles for Education Alliance, 2013,21. Last modified, Oct 2, 2013
www. meducationalliance. org/content/mobiles-youth-workforce-development-landscape -review Rowan, David. â€oewant 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. â€oethe 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.
www. forbes. com/sites/devinthorpe/2012/10/15/get-ready-here-it-comes-crowdfunding-will -explode-in-2013
†UN World Youth Report Website. Last modified on December 29, 2011 www. unworldyouthreport. org/index. php?
option=com k2&view=item&layout=item&id=23&ite mid=128 UNESCO. Education for All Global Monitoring Report 2010:
UNESCO, 2010. http://unesdoc. unesco. org/images/0018/001891/189108e. pdf United nations Environment Programme (UNEP.
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-economy /Walton, Marion, 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 World bank. ICT in Agriculture: Connecting Smallholders to Knowledge, Networks, and Institutions
Maximizing Mobile Washington, D c.:The World bank, 2012. http://go. worldbank. org/0j2ctqtyp0 World bank. â€oenew Frontiers and Opportunities in Work.
Affordances of the web Refers to properties of a web site†s user interface that allows the easy discovery
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
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
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
Data depulication A technique for eliminating duplicate copies of repeating data Digital native A person born after the general introduction of digital technologies
and displaying geographical data Gold Farming Playing a multiplayer online game to acquire in-game currency that 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.
Information technology Outsourcing (ITO Refers to the outsourcing of computer or internet related work, such as programming
Knowledge process outsourcing (KPO Refers to the outsourcing of information-intensive activities such as market research, legal services, and patent applications
Mobile learning Learning via a mobile device or learning that happens when the learner is not at a
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 †writeâ€
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: bdtdirector@itu. int
Tel.:++41 22 730 5035/5435 Fax:++41 22 730 5484 Deputy to the Director and
Directorï oeadministration and Operations Coordination Department (DDR Infrastructure Enabling Environmnent and e-Applications Department (IEE
Innovation 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
tã lã communications (UIT Bureau de zone Immeuble CAMPOST, 3e à tage Boulevard du 20 mai
Boã te postale 11017 Yaoundã †Cameroon Union internationale des tã lã communications (UIT Bureau de zone
19, Rue Parchappe x Amadou Assane Ndoye Immeuble Fayã§al, 4e à tage B. P. 50202 Dakar RP
Dakar †Senegal International Telecommunication Union (ITU Area Office Telone Centre for Learning Corner Samora Machel and
Hampton Road P o box BE 792 Belvedere Harare †Zimbabwe Email: itu-addis@itu. int Email:
itu-yaounde@itu. int Email: itu-dakar@itu. int Email: itu-harare@itu. int Tel.:+
+251 11 551 4977 Tel.:++237 22 22 9292 Tel.:++221 33 849 7720 Tel.:+
+263 4 77 5939 Tel.:++251 11 551 4855 Tel.:++237 22 22 9291 Fax:+
+221 33 822 8013 Tel.:++263 4 77 5941 Tel.:++251 11 551 8328 Fax:+
+237 22 22 9297 Fax:++263 4 77 1257 Fax:++251 11 551 7299 Americas
Brazil Barbados Chile Honduras Uniã£o Internacional de Telecomunicaã§Ã es (UIT Regional Office SAUS Quadra 06, Bloco â€oeeâ€
11â andar, Ala Sul Ed. Luis Eduardo Magalhã£es (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
Uniã n Internacional de Telecomunicaciones (UIT Oficina de Representaciã n de à rea Merced 753, Piso 4
Casilla 50484, Plaza de Armas Santiago de Chile †Chile Uniã n Internacional de Telecomunicaciones (UIT
Email: itubrasilia@itu. int Email: itubridgetown@itu. int Email: itusantiago@itu. int Email: itutegucigalpa@itu. int
Tel.:++55 61 2312 2730-1 Tel.:++1 246 431 0343/4 Tel.:++56 2 632 6134/6147 Tel.:+
+504 22 201 074 Tel.:++55 61 2312 2733-5 Fax:++1 246 437 7403 Fax:+
+56 2 632 6154 Fax:++504 22 201 075 Fax:++55 61 2312 2738 Arab States Asia and the Pacific CIS countries
Egypt Thailand Indonesia Russian Federation International Telecommunication Union (ITU Regional Office Smart Village, Building B 147, 3rd floor
Km 28 Cairo †Alexandria Desert Road Giza Governorate Cairo †Egypt International Telecommunication Union (ITU
Regional Office Thailand Post Training center, 5th floor 111 Chaengwattana Road, Laksi Bangkok 10210 †Thailand
Mailing address P o box 178, Laksi Post office Laksi, Bangkok 10210 †Thailand International Telecommunication Union (ITU Area Office
Sapta Pesona Building, 13th floor JI. Merdan Merdeka Barat No. 17 Jakarta 10001 †Indonesia
Mailing address c/o UNDP †P o box 2338 Jakarta 10001 †Indonesia International Telecommunication Union (ITU
Area Office 4, Building 1 Sergiy Radonezhsky Str Moscow 105120 Russian Federation Mailing address P o box 25 †Moscow 105120
Russian Federation Email: itucairo@itu. int Email: itubangkok@itu. int Email: itujakarta@itu. int Email:
itumoskow@itu. int Tel.:++202 3537 1777 Tel.:++66 2 575 0055 Tel.:++62 21 381 3572 Tel.:+
+7 495 926 6070 Fax:++202 3537 1888 Fax:++66 2 575 3507 Tel.:++62 21 380 2322 Fax:+
+7 495 926 6073 Tel.:++62 21 380 2324 Fax:++62 21 389 05521 Europe
Switzerland International Telecommunication Union (ITU Telecommunication Development Bureau (BDT Europe Unit (EUR Place des Nations
CH-1211 Geneva 20 †Switzerland Switzerland Email: eurregion@itu. int Tel.:++41 22 730 5111
0 2 /2 0 1 4 D i g i t a l o p p o r t u n i t i e s
INNOVATIVE ICT SOLUTIONS FOR YOUTH EMPLOYMENT DIGITAL INCLUSION T e l e c o m m u n i c a t i o N d e v e l o p m e n t
S e c t o r Printed in Switzerland Geneva, 2014 International Telecommunication Union Telecommunication Development Bureau
Place des Nations CH-1211 Geneva 20 Switzerland www. itu. int Repor t D IG
IT A L O P P O R T U N IT IE S IN
N O V A T IV E I C T S O L U T
IO N S F O R Y O U T H E M P L
O Y M E N T F E B R U A R Y 2
4. 2 Microwork and crowdsourcing 4. 3 Apps development 4. 3. 1 App demand in developing countries
4. 6 Mobile phone repair and computer assembly 4. 7 Green jobs 4. 7. 1 Green jobs and ICTS
5. 1 Computer literacy 5. 2 Digital literacy 5. 3 Web literacy 5. 4 Complementary skills
6 Entrepreneurship skills and support 6. 1 Entrepreneurship skills 6. 2 Mentoring and networking 6. 3 Crowdfunding, contests,
6. 5 Mobile resources 6. 6 Comprehensive programmes 7 Getting there-becoming ICT-savvy 7. 1 New learning models
7. 4. 3 Social media 7. 4. 4 Mobile phones-learning on the go 7. 5 Certification 7. 5. 1 Badges
8 The role of government 8. 1 ICTS in education 8. 2 ICT skill development in non-formal educational settings
Overtext Web Module V3.0 Alpha
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