About the Coordinators

Prince Deh is the Assistant Country Coordinator for Ghana Information Network for Knowledge Sharing"{GINKS). GINKS is a network of Individuals and organizations interested in promoting Information and knowledge sharing as a tool for Development in Ghana.Prince Deh holds a Bachelor of Arts Degree in Information Studies from the University of Ghana, Legon and a post diploma in CISCO Network Administration from the Ghana Institute of Management and Public Administration (GIMPA) and very much interested in Web2fordev particularly because of the power of the tools and his experience in using web2.0 tools for promoting Information and Knowledge Sharing. Prince has vast experience in the use of Web 2.0 tools. He has presented papers at national and international conferences on Web 2.0, the recent one on “Promoting Information and Knowledge Sharing through Vlogging” in Rome, Italy. Prince was a resource person at web 2.0 practical training workshops for Journalists on “Improving the quality of journalism using web 2.0 tools” from 10th to 11th October 2007 at the Accra International Press Centre. He is currently the blogmaster for GINKS’ vblog



Christian K. Abodakpi
Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never-ending process of self-study, education, training, and experience. To inspire your people into higher levels of teamwork, there are certain things you must be, know, and, do. These do not come naturally, but are acquired through continual work and study. The best leaders are continually working and studying to improve their leadership skills.

I am a graduate who have training in Electronic Engineering in Computing from NIIT and have also undertaken studies in Cisco,MCSE with IPMC and Project Management Professional from HyperSoft all in Ghana, and have serve as an I.T Officer on an Internship with Forsigth Generation an NGO in Ghana ,and CoordInator for Youth Assisting Youth Internatinal

I have been involved in the field of instructional technology since 2005. I have worked as a computer mentor, technology trainer, and technology curriculum specialist. In 2004, i was key in founding Computer Using Educators' Administrators Special Interest Group which still serves as a network and resource for school administrators across the country and beyond
Prior to establishing my own consulting firm, I was a teacher, site administrator, and technology specialist at a district office of education in a career that spanned more than 2 years. I have published extensive articles and software reviews in a variety of education journals during the last 2 years and have published books for school administrators interested in learning more about instructional technology

I will bring a combination of academic and practical expertise to the work of Humanity as well as a deep, first-hand knowledge of ICT for development. Information and communications technology have a central role to play in the quest for development , dignity and peace.As the Alliance develops, my skill at distance collaboration coupled with my insights into both political processes and ICT will be increasingly valuable

Background to YAYI

YAYI is short for Youth Assisting Youth International which is a local-based NGO that was set-up in 2007 to encourage the Youth in Ghana to use ICTs as tools for development. In addition YAYI promotes Youth Initiatives for development and encourages youth empowerment. We have links with International Youth Networks across the world,Youth Assisting Youth International, through its Communication and Information initiative , is therefore actively assisting young people to produce information themselves by supporting youth media, by facilitating the creation of youth information and communication networks and by providing appropriate technologies to youth organizations.

An important initiative for YAYI is a worldwide information network of, relevant agencies and youth organizations on youth-related issues. The establishment of various information structures all over the world is a high priority, reflecting a key concern to secure better conditions with which young people can access information.

By collecting information concerning different youth activities and projects and providing training, these info-structures meet the constantly increasing needs of young people and youth NGOs for an increased access to information for education and development. YAYI also supports the global preventive effort against HIV/AIDS.

Popular among our international Partners are TakingITGlobal, World Parliament Experiment , International Society For Technology Education ,YouthActionnet ,Earth Charter International ,Poverty and Economic Policy (PEP),World Youth Alliance and many others. For more information about YAYI, contact the following:

Christian Abodakpi(infoyayi@gmail.com) and
Prince Deh(papalenzd@yahoo.co.uk) both coordinators of YAYI.

YAYI ICT WORKSHOP ON WEB 2.0

Wonderful training on our special activities








Special Initiatives


Yayi forum, a project of yayi , provides an online forum for people all over the world, empowering people by ICT to be a global citizen. It connects the world, creating opportunities, collaborating people and is concerned with changing their society and the world. In this platform, people & organizations are interaction with each other globally, exercising their freedom & exposing their creativity. Similarly, people post their articles & comments, read interviews, learn about events & scholarship information, make organizational partnership & so on. They post their local and global issues in Forum and Blogs. Likewise, they can send e-cards on ICT, peace, human rights, youth and other social issues. It is a rural youth focused regular programme of yayi forum (yf). Its aim is to develop skilful human resources & increase literacy rate on ICT. It encourages rural youths for self and equal employment opportunities through ICT Training. (Yf) selects youths from its local partner’s organizations and provides training in kpone katamanso ,afienya, dawa and its surroundings.




HE OPPORTUNITIES ICT’s PRESENT FOR THE YOUTH OF GHANA


The Ghana Information Network for Knowledge Sharing (GINKS), on the 16th day of May, organised an ICT sensitization forum for some selected second cycle institutions within the Accra metropolis. The basic objective of the forum was to highlight some of the very salient opportunities Information and Communications Technologies (ICT’s) present for today’s youth and how best they can tap into these opportunities.

The former Director of the Ghana Broadcasting Corporation (GBC), Miss Eva Lokko, who gave a presentation on, ‘What opportunities ICT’s present for the youth of Ghana’, indicated that ICTs are tools that make knowledge acquired more useful and productive.
She said every profession or job in ICT is not gender specific and that one needs to have good education if he or she really wants to succeed in ICT related careers and not end up on the streets. She therefore advised students gathered to take their studies more seriously as it held the key to the success of their future, particularly in this era when ICT’s and technological gadgets are fast taking over the world’s economy.

‘ICTs are in use everyday and especially in schools the writings we do are all word processing. ICT systems will help in all the accounting we do in schools everyday. You need not know all the jargons in ICTs before you can effectively use them but all you need is a good knowledge of the software being used at any material time. Those who are good in categorisation and memorising are good in data base aspect of ICTs. All web searches in the café are just searching through data bases that people have developed and put there. In ICTs, we have the software and hardware people. The software people do content and web designing, whiles the hardware people go into assembling of computers and networking.’ She said, as she enlightened the youth on the basic operations of the computer.

Mrs. Oduro Mensah, a Guidance and Counselling Coordinator of the Ghana Education Service (GES) also gave a presentation on ‘The role of the ICTs in promoting Guidance and Counselling for the Youth in Ghana’.

She said guidance and counselling was still an on going procedure in schools. According to her, ‘ICT’s have taken the centre stage in our development. It is also helping the guidance and counselling processes.’ She explained that, the guidance and counselling has also gone through the main frame, mini and digital phases of the computer.
She indicated that websites for example are helping in the guidance and counselling through modules like ‘Self Assessment’, where one can fill a questionnaire on the web to know who he or she is. This she explained, has enabled students, who hitherto could not seek face-to-face counselling, gained access to yet quality forms of online coucelling.

Mr. Leopold Armah gave a presentation on what opportunities ICT policy provided for the youth in Ghana and how to use theses opportunities in championing the youth development agenda of Ghana. The presentation looked at observed changes both globally and locally and the prospects it held for the Youth
He further indicated that though he was not part of the team that developed the policy, he has followed it closely. ‘Today’s modern world is undergoing a fundamental transformation, as the industrial society that marked the 20th century rapidly gives way to the information society themed “the Information revolution” of the 21st century’. He said, adding that ICT has now become a vital engine of growth for the world’s economy and that it was inevitable that the use of ICT has been integrated into virtually every facet of commerce, education, and governance in developed world and has become a critical factor in creating wealth worldwide.

He said these advantages notwithstanding, the introduction of ICT,s has further widened the gap between the haves and the have-nots and that serious measure needed to be put in place to check this anomaly.
He also explained that some of the key strategies adopted in coming out with the policy were to:
• Transform Ghana into an information and knowledge-driven ICT literate nation.
• Promote the deployment and exploitation of information, knowledge and technology within the economy and society as key drivers for socio-economic development.

Before closing down on his submission he quoted the former United Nation’s Secretary General, Mr. Kofi Annan, "Young people should be at the forefront of global change and innovation. Empowered, they can be the key agents for development and peace. If, however, they are left on society’s margins, all of us will be impoverished. Let us ensure that all young people have every opportunity to participate fully in the lives of their societies”

He concluded by inspiring the youth to develop themselves and be part of the ICT era by taking advantage the opportunities ICT’s come with. He urged them to use the knowledge they will acquire from the ICT’s wisely and they should all see themselves as beginners and need to encourage each other.

Prince Deh, deputy coordinator of GINKS gave a brief overview of GINKS. He indicated that GINKS is a network of individuals and organisations working together to provide knowledge for development. It was established in 2003 as collaboration between the International Institute for Communication and Development and its local partners in Ghana, with the aim of streamlining all disjointed ICT projects, initiatives and programmes in Ghana, in a way that provides solutions to challenges and problems. He said that the focus of GINKS is in areas like; providing an Online (www. Ginks.org) and Offline (including iConnect Ghana Newsletter) space for networking and Strengthening and facilitating strategic alliances among network members, to engender the development of information and knowledge base.

Present were students and teachers from Accra Girls Secondary School, Ebenezer Secondary School, St. Thomas Aquinas Secondary School and Wesley Grammar Secondary School. Also present were Guidance and Counselling Coordinators, the Media and Resource persons. Questions by students at the end of the forum were also addressed comprehensively to allay any fears they may have had about the speedy emergence of ICT’s in the world’s economy.

YAYI SPECIAL PROGRAMME ON INTERNET USAGE

Yayi organised a two day workshop on blogging at Netcom college. Ghana


YAYI SPECIAL PROGRAMME ON INTERNET USAGE





This training section was held in Tema. The participants were selected from various communities in the Tema municipality.The purpose of this training was to equip the participants on the uses and importance of the internet as a tool and source of information,among the topic were browsing the net, creating accounts and recieving and sendind mails,charting and (ISAS)for short internet search and analysis skills. the training was well petronised and very beneficial to first time users of the internet. We hope to continue the good work we are doing to really get poeple from underprevilaged homes to benefit from Yayi.

3RD INTERNATIONAL CONFRENCE ON ICT FOR DEVELOPMENT EDUCATION AND TRAINING , ACCRA INTERNATIONAL CONFRENCE CENTRE. MAY 28-30

The third eLearning Africa conference on ICT for Development, Education and Training ended successfully on Friday, May 30th. 1502 eLearning users, newcomers, providers and experts from 83 countries gathered during the three conference days at the Accra International Conference Centre in Accra, Ghana. Eighty percent of the participants came from African countries.

The huge number of participants from African countries shows the vital interest in eLearning on the Continent and substantiates the conference as a truly African event. Europe was represented by 12.2 percent, followed by North America with 5.9 percent, Asia with 1.7 percent, as well as Australia and Central and South America with 0.3 percent respectively.

The conference programme featured 315 speakers from 54 countries, representing African universities, educational institutions, governments as well as major development organisations such as UNESCO-UNEVOC, the Global Development Learning Network (GDLN) and the World Bank. National and governmental institutions, mainly from Africa but also from Europe, Asia and North America, were also present.

Bringing together leading experts and practitioners from Africa and beyond, the conference proved to be an excellent opportunity for networking and for sharing experiences in the application of technology throughout the learning cycle – from primary and secondary education through to professional development and lifelong learning.

Projects and initiatives from all over Africa were presented and the agenda featured valuable examples of how the latest developments in eLearning are being put to work in the service of learners regardless of their location or level of technology. eLearning at school and open educational resources were featured significantly in this year's agenda.


Interview with George Siemens, University of Manitoba Learning Technologies Centre, Canada


eLA: What are the biggest changes in terms of the availability of knowledge in recent years? Are we currently entering a new era in education?

George Siemens
George Siemens: The biggest change we are currently experiencing with availability of information today is the sheer quantity. We have new opportunities to interact with and create information. We also have new opportunities to connect with others in the process of disseminating existing information. The ease of access offered by the Internet and open educational resources initiatives indicate only the beginning stages of an information crisis. Abundance raises the importance of sense-making. The last several decades of technology-development have been focussed on improving access to information and on interacting with others around information. The next stage of development will centre on using technology as a resource to increase our capacity to cope with and make sense of the constantly shifting and rapidly developing climate. This complex information climate is compounded by two factors: 1) our increased understanding of problems facing not just one country or region, but all of humanity (economy and ecology); and 2) development of global markets and economies, increasing the ease of capital and resources to shift to new areas of opportunity, instead of being limited by traditional geographical constraints.
To address these challenges, societies need to rely increasingly on the educational sector. Re-skilling a society, developing a region or even country, embracing new markets and the advancement of national economies find their roots in education. We are now entering a new era of education where the ability to offer high-quality learning to diverse, dispersed regions is possible. Vision and will, not only economics, are now primary inhibitors to education systems that remain underdeveloped.
eLA: In which ways is our "old" model of education limiting for future developments? What are the major misunderstandings these days when it comes to learning?
George Siemens: To slightly paraphrase Roy Pea, our technology and models of learning carry “patterns of previous reasoning”. In many instances, educators are confined by how we have viewed information, learning, knowledge and teaching in the past. New technologies and processes are often applied to replace (or augment) existing approaches, rather than to alter the entire act and process of teaching. The structure of our educational institutions – particularly in how they serve, or fail to serve, non-traditional learners – has been the focus of much discussion by theorists such as Freire, Illich and Papert. We are faced with a rare opportunity: to rethink and redesign education to serve and include all learners. This opportunity is created by two significant trends:
1. A conceptual shift in how we view learning. Learning is increasingly seen as comprising social, contextual and situated perspectives. The social dimension of learning is certainly not new, as it has been advocated by Vygotsky, Bandura and others for almost a century. Within education today, however, these concepts are not merely receiving theoretical acknowledgement, but are now actively implemented at classroom and system-wide levels.
2. A technological shift in how we interact with information and each other. The development of technology has reduced access barriers, enabling individuals from around the world to access information and each other with far greater ease than possible even five or ten years ago.
To realise the transformative potential of education in a global environment requires educators and corporate managers to rethink the entire process of teaching and learning, determine which elements need to be eliminated as they bear too strongly the mindsets of the past, and decide which elements need to be preserved.
At the broadest level, learning today is seen increasingly under the umbrella of constructivism and, more recently, networked learning or “connectivism”. With connectivism in particular, I’ve tried to emphasise the value of networks in influencing how we learn. Specifically, knowledge is a function of how we have connected information and come to understand it in certain contexts. Knowledge is, literally, in the connections. Learning, then, is the ability to form these networks and connect new information (in context) to existing knowledge. How we are connected to others and to information is a vital indicator of our ability to stay current and adjust as environments change.
eLA: You propose a new narrative for understanding learning. What would it look like?
George Siemens: The new narrative I propose is that of “being a part of”. This isn’t a new narrative in the history of humanity, but it is a new narrative when seen from under the shadow of today’s education system. Creating new content and information has always been largely communal. Ideas and stories were passed and shared from one generation to the next, allowing listeners to see themselves and their heritage in the long trajectory of their culture and, more broadly, history.
But as schools and universities – as we see them today – became prominent, the learner was removed as an active participant in the stories of culture and knowledge. Instead, the teacher assumed the role of expert and the student one of subservience. This model would have seemed ludicrous to great teachers such as Socrates and Plato. Learning, in their eyes, was a process of engagement, dialogue, and debate, not a model of transferring and duplicating.
We now stand, however, at an inflection point. As stated, acknowledgment of the conceptual underpinning of social views of learning is increasingly acknowledged, and increased access to information opens new doors. Learning today, I would argue, can be addressed through a narrative of belonging, of “being a part of”. Learners have the ability to create, co-create, and re-create content. Learners have opportunities to participate in global conversations and to directly access expertise. Learners once again belong in the dialogue, creation, and exchange of knowledge. This belonging – locally and globally – is the framework that should drive our consideration of education.
eLA: In regard to Africa, where do you see significant opportunities and challenges for the Continent in relation to recent changes and developments in education?
George Siemens: Education is one of the most productive ways of moving a society forwards by many different metrics, perhaps most notably, in terms of quality of life. As barriers and limitations to education are reduced – through initiatives such as open educational resources and fairly inexpensive information communication technologies – opportunities to provide education to a broader audience are increased. The growth of the information-based economy theoretically creates a new space where geographical location plays a less critical role. The industrial revolution was often confined to a certain geography, often due to access to natural resources or a skilled labour force. While these elements still exist, they are less pronounced in their influence on information-intensive economies. The challenge facing countries in Africa is to build a skill base where the population can participate in this new economy. While barriers still exist in re-skilling a population, they are much lower than they have been at any time in the past.
A second challenge exists to ensure that cultures are not co-opted. Technology is not neutral. It is embedded with cultural viewpoints and ideologies. As countries in Africa begin to adopt different technologies and open educational resources, a key consideration arises as to how these will be utilised as a means to preserve, not overwrite, existing cultures. To this end, it becomes critical that African countries are not only consumers and importers of information and technology but also producers and exporters.
eLA: What is your vision for the future of learning and education, especially regarding Africa?
George Siemens: My vision of the future is one where learners are a part of – not only recipients of – information, knowledge, learning and teaching. It makes little sense for someone outside of Africa to promote their vision for the Continent. What is most important, in my eyes, is that Africa is able to define its own vision and future direction. As stated, the importance of considering a narrative of “being a part of” involves more than Africa participating in the information economy as defined by other countries or continents. Being a part of involves the creation of a personal identity, preserving existing cultures and being a contributor.
But it’s difficult to define a vision, as we are in a complex environment with many rapid and jointly-influencing changes. At best, we can outline a framework to guide the discussion of a vision. The framework itself should be defined by the qualities already listed: open, democratic, culturally distinct and defined by participation of all members. What is most important at this stage is fostering dialogue that will lead to the creation of a vision and strategies that attend to the unique needs of each country or region. Loose, informal collaboration on a global scale can certainly serve this process, as long as it does not overwhelm the needs of the individual region.
eLA: Mr Siemens, many thanks for your time


Bridging the Scientific Content Divide in African Universities

Since the mid-1980s, a large number of university libraries in Africa, especially in sub-Saharan Africa, have faced reduced budgets. In some cases, they have no funds whatsoever for subscriptions to scientific journals due to competing demands like national infrastructure development, to which governments are giving priority.
The situation has been made worse by the increase in scholarly journal prices, which, according to data collected by the Association of Research Libraries (ARL), jumped by 215% during the fifteen-year period between 1986 and 2001.
The result is that students, researchers and lecturers in most universities on the Continent do not have access to global scientific knowledge distributed through international journals, says Justin Chisenga from the Regional Office for Africa of the Food and Agricultural Organization (FAO). This means that a huge scientific content divide currently exists between their colleagues in developed countries and them. This has also led to several questions being raised regarding the quality of education and research provided and coming out of universities in Africa.
"One major component of any university education is access to the latest research outputs, much of which is published in scientific journals”, says Chisenga. “Lecturers, researchers and students in African Universities need access to up-to-date information published in scientific journals for their academic and research work.”
Most African university libraries cannot afford to provide access to scientific journals. However, there are several initiatives underway that address this issue. Amongst them are AGORA (Access to Online Global Research in Agriculture), an FAO-led project, HINARI (Health InterNetwork Access to Research Initiative) led by the World Health Organization (WHO) and OARE (Online Access Research in the Environment), which is led by the United Nations Environmental Programme (UNEP).
The three initiatives, whose objectives, among others, include the improvement of the quality and effectiveness of education and training, as well as facilitating high quality and timely research, have put well over 4000 key scientific journals and bibliographic databases at the disposal of students, researchers and lecturers. All can be accessed via the Internet for free or at low cost. The subjects covered include agriculture, biomedicine and environmental and related social sciences.
The AGORA, HINARI and OARE initiatives are providing universities in Africa with a way to bridge the access-to-information gap, according to Chisenga. AGORA provides access to a collection of more than 1,200 journals, HINARI to over 3,750, and OARE to over 1,300 titles.
“These programmes provide access to current journal literature that libraries have not been able to subscribe to for a long time. Furthermore, I don't see African libraries managing to subscribe to journals via traditional means for sometime in the future because the trends in funding indicate will continue to be low”, explains Christine Wamunyima Kanyengo, former Head of the Medical Library at the University of Zambia. She now works as Africa User Community Coordinator at the Information, Training and Outreach Center for Africa (ITOCA) in Zambia, where she promotes the HINAGOA (AGORA, HINARI, and OARE) Programmes among African libraries, scientific and higher education institutions.
“The benefits of the programmes lie at several levels. Information on patient care, teaching, research, programme development and management, etc. can be obtained very easily”, Kanyenyo explains, “You can get the journals from your desktop, plus they are very versatile - it allows users to search multiple databases and make a lot of linkages to similar articles.”
According to the FAO’s Chisenga, eligible countries were categorised, and their universities pay a subscription fee to the online resources according to the national per capita GNP. For example, those with a GNP below $1000 were eligible for free access. Universities in countries with a higher GNP pay a fee of $1000 per year and per institution. Considering that a subscription to a single scientific journal can cost more that $1,000, paying the same sum for more than 1,200 titles is almost free, remarks Chisenga.
But what about those who still lack the appropriate ICT infrastructure, such as access to the Internet? Christine Kanyengo observed, “I think the major impediment really lies in the fact that there is little capacity in terms of the number of computers available to users and the low bandwidth. The other impediment would be the training capacity needs of the users. Training in how to make effective use of the online resources is required.”
To address these issues, ITOCA has trained over 5,000 information professionals, scientists and students in electronic information programmes in over thirty Sub-Sahara countries in the last nine years. With an extensive network of over 35 representatives and liaisons (professors, librarians and scientists) across the Continent, ITOCA provides on the ground coverage of the needs in ICT for development in Africa.
By Brenda Zulu
May 21, 2008



Interview with Alan Yates, General Manager of the Worldwide Education Group at Microsoft


Why is eLearning so important for Africa?
Alan Yates: We live in a digital world. For a child to be mainstream - so they can get jobs, be productive citizens and give back to their communities - they need to be confident with their digital skills. To put it simply, digital learning is the bedrock of lifelong learning.
Are there are any specific eLearning challenges for Africa?

Alan Yates
Alan Yates: We work with countries around the world, and there are enormous similarities in all emerging markets. The infrastructure is sometimes lacking, the overall capacity is hard to support, and teachers are in short supply. In fact, the shortage of teachers is one of our key challenges. We constantly face the issue of how to scale teachers and their expertise to meet the demand for students. Every marketplace sees this issue, but it’s pronounced in Africa where more than sixty percent of the population is children. This can be daunting, but it’s also incredibly exciting because of the potential for local economies.
Another issue for Africa is the incredible variety of local circumstances. It takes local stability and political will to put eLearning in place. However, information technology can sometimes magically bypass a lot of those issues. When you have children who have access to PCs and the Internet, all of a sudden, magic things happen. Technology is an equalizer, an amplifier. We fundamentally believe that it’s more than just access to a PC; rather, it’s access to a lifetime of learning.
How is Microsoft addressing the need for capacity building in the teacher community?
Alan Yates: We have a number of projects and programmes that we’ve been putting in place over the years. It really starts with Microsoft Partners in Learning, which focuses on building capacity and applying learning to both teachers and students and then on helping schools adapt their curricula to eLearning. Whenever you hear about programmes like Innovative Teachers, at the most basic level, we’re training teachers.
The unique thing about Partners in Learning is that teachers are so involved in the process. We have Partners in Learning programs in 101 countries around the world, and there are millions of teachers involved. Teachers figure out how to be efficient and how to scale to meet the students’ demands. In many cases, teachers come up with unique solutions that we wouldn’t necessarily have thought of.
Do you have any examples of innovative teacher solutions?
Alan Yates: A recent example is from South Africa. Not everyone has a PC or Internet connection at home - but everyone has a mobile phone. A teacher came up with the idea to adapt the curricula to mobile phones so that students could receive their coursework and homework assignments by text message and even do self-assessments. This was not a solution that we would ever have thought of, but it made sense for that particular market. It’s a great example of adapting Partners in Learning to local circumstances.
Partners in Learning can easily result in models of great behaviors like these. A lot of what we try to do is to promote the students, teachers and schools who are making a difference for themselves and their communities. Every year, we send a number of teachers to regional Innovative Teacher conferences, where we highlight those teachers who are really doing great things - not just to scale education, but who are also creating new types of learning and who tap into the learning cycle for children.
You mentioned the potential for local economies. Can you talk a little bit more about how eLearning and Microsoft help economies?
Alan Yates: Partners in Learning is really the start of what we hope to accomplish. It’s absolutely fundamental because it gives students a gateway into lifelong learning. Worldwide, these 21st century skills become extremely valuable for the students we reach. We’re also extending our programmes. For instance, we’re establishing IT academies that graduate students who have the technical skills that are in demand. We help match students who graduate with Microsoft certification to companies who need workers with those skills. Essentially, we’re creating a currency for skills that people can use. As education increases, economies become better and more self-sustaining. This is one of the most exciting aspects of what we do - as more children are given ICT training and education, their possibilities expand exponentially. They grow their local software economy, and they’re not just employable locally; they can go anywhere else around the world, too.

























LINKS TO IMPORTANT WEBSITES

Game News
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Mozilla-Web browser
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Internet(Accel)
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Antivirus
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3D Software
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Multimedia
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Developers
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http://java.sun.com/
Computer Point
Search
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Domain Search
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Freeware Sites
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Best freeware
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Peripherals
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Sound
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Printers
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Harddisk
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UPS
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Hardware Price
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http://www.vr-zone.com/
Modem
http://www.aztech.com/
Computers
http://www.compaq.com/
http://www.apple.com/
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Processors
http://www.amd.com/
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BIOS
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Monitors
http://www.viewsonic.com/
http://www.eurorscg.com/
http://www.sony.com/
http://www.proview.com/
http://www.logix.com/
http://www.lg.com/

Tech News -based sites
http://www.cnet.com/
http://www.zdnet.com/
http://www.pcworld.com/
http://www.zdnetindia.com/
Free web hosting
http://www.crosswinds.net/
http://www.tripod.com/
http://www.namezero.com/
http://www.homestead.com/
http://www.terrashare.com/
http://www.freeservers.com/
http://www.agngelfire.com/
http://www.netfirms.com/

Motherboards
http://www.gigabyte.com.tw/
http://www.asus.com.tw/
http://www.transcend.com.tw/
http://www.soltek.com.tw/
Intel MB support


Linux
Linux Hardware
http://lhd.datapower.com/
www.linux.com/hardware
http://www.linuxdoc.org/
http://www.linehardware.com/
http://www.redhat.com/
http://www.maddrake.com/

Communications & Mail
http://www.hotmail.com/
http://www.mail.com/
http://www.yahoomail.com/
http://www.rediffmail.com/
Instant messaging client
http://www.icq.com/
http://www.aol.com/
http://www.odigo.com/
Yahoo Messanger



Entertainment & Fun
http://www.hungama.com/
http://www.indiafm.com/
http://www.contest2win.com/
http://www.garfield.com/
Networking
http://www.ieee.org/
Free Fonts
http://www.larabiefonts.co