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MODULE 3: Distribution des ordinateurs

Online/Offline Resources

Readings

  1. It is important to note that installation of refurbished PCs in schools and other institutions would achieve nothing if they were not subsequently maintained and supported as part of an entire ICT solution. The pipeline of maintenance activities is discussed here.
  2. The case studies on SchoolNet Namibia (page 13 – page 15) and Computers for Schools Kenya (CFSK) (page 10 – page 12) both have excellent sections on training. The CFSK case study (page 10 – page 12) also describes an excellent sensitization workshop model for relevant individuals (principals, parents and school management) to better understand the need to install computers in schools.
  3. This CFSK application form for potential recipients of PC labs outlines important requirements that need to be in place before entering into an agreement of service.
  4. This is a copy of the SchoolNet Namibia – School Agreement. Terms and conditions of the service are documented here and the agreement is signed by both parties.
    The application form and agreement document identify school requirements relating to security, infrastructure, necessary equipment and training.
  5. Finding suitable, sustainable Sommaires for refurbished computers is very important. In order to prioritise schools, criteria for school selection should be established. This document looks at possible criteria for prioritising schools.
  6. In certain circumstances you could consider selling PCs as an additional revenue stream.
  7. You will need to plan how you will transport PCs to schools.

Retour-up resources/Additional Info

http://www.schoolnetafrica.net/
http://www.lockdown.co.uk/
http://www.itsecurity.com/

Gender Sensitivity – Women in ICT

  1. Gender and the Information Revolution in Africa - the essays in this book examine the current and potential impact of the ICT explosion in Africa. They focus specifically on gender issues and analyze the extent to which women's needs and preferences are being served. http://www.idrc.ca/acb/showdetl.cfm?&DID=6&Product_ID=471&CATID=15#toc
  2. The APC WNSP is a network of over 100 women from 36 countries who support women networking for social change and gender justice, through the use of Information and Communication Technologies (ICTs).
    http://www.apcwomen.org/
  3. FEMNET - The African Women's Development and Communication Network (FEMNET) was set up in 1988 to share information, experiences, ideas and strategies among African women's non-governmental organisations (NGOs) through communications, networking, training and advocacy so as to advance women's development, equality and other women's human rights in Africa.
    http://www.femnet.or.ke/
  4. GEM is a guide to integrating gender analysis into evaluations of initiatives that use Information and Communication Technologies (ICTs) for social change. GEM’s provides a means for determining whether ICTs are really improving women’s lives and gender relations as well as promoting positive change at the individual, institutional, community and broader social levels.
    www.apcwomen.org/gem
  5. African Woman - connects 80 female journalists from Ghana, Kenya, Zimbabwe, Uganda, Malawi , Tanzania, Zambia and Nigeria who meet on a monthly virtual newsroom (VNR) on this web site you can read the monthly newspapers which are the products of our pioneering virtual meetings across the African continent and across the Equator!
    http://www.africawoman.net/
  6. Feminist Africa - provides a forum for progressive, cutting-edge gender research and feminist dialogue focused on the continent.
    http://www.feministafrica.org/
  7. Women Online has developed a training kit for women on how to use the Internet. The training materials consist of seven modules, a glossary, a trainer's guide and an introduction. Download the package and more. The Kit is available in English, Spanish and German. Each module of the Women Online training kit contains an introductory part about the subject of the module, a practical part explaining how to use the software it is about and suggestions for activities. The Kit also includes a Trainers Guide.
    http://www.amarc.org/wol/
  8. Gender and Women Studies for Transformation - The project will strengthen African teaching and research in gender studies by bringing teachers and researchers based in African universities together in a series of carefully-designed training, research and publishing activities, involving a combination of online communications and workshops.
    http://www.gwsafrica.org/
  9. Flamme - African Sisters Online - At the time of the 5th Regional Conference on Women (Dakar, 1994) Information and Communication Technologies (ICTs) as an issue and as a tool for women's agenda was almost ignored. The ICTs for women issue was highlighted in the Beijing Conference, but poorly at the African level. Since then, the context of ICTs in Africa has evolved a lot, and different initiatives have been set up for women in the field of ICTs in Africa.
    http://flamme.org/
  10. African Centre for Gender and Development - As Division of the ECA, the ACGD operates under the statutory guidance of the Commission's subsidiary organs. It accounts for its activities at the Conference of Ministers through the Committee of Women and Development (CWD).
    http://www.uneca.org/fr/acgd/en/1024x768/acgd.htm
  11. Fantsuam Foundation - A non-profit organization that works with rural communities in Nigeria to bring distance learning and Internet access to rural communities, through mobile community telecenters. The Foundation also has an on-going micro-credit project aimed at alleviating poverty among rural women.
    http://www.fantsuam.com/
  12. The Commonwealth - works to provide a policy and social environment conducive to promoting democracy, good governance, human rights, economic and social development and gender equality.
    http://www.thecommonwealth.org/gender/
  13. Girls Global Education Fund - GGEF is unique in that they are the only organization whose sole mission is to send girls to schools. To address the gender gap that exists between girls' and boys' education they wanted to give girls a program of their own. http://www.ggef.org/
  14. Identifying barriers to ICTs in education – Commonwealth of Learning (COL) and its network are continuing work in addressing gender barriers, such as those encountered by women, to the use of information and communications technologies (ICTs) for education and training, and especially for open and distance learning.
    http://www.col.org/wdd/barriersict01.htm#
  15. IT is Hot for Girls’
    htt://www.un.org/undaw