The NeceMoon | December 2013

Africa: ICT in Education for Entrepreneurship and Employability

by necemon 15. December 2013 21:47


While facing the problem of youth employability, African countries today strive to improve the quality in their education systems by using ICTs. One of the lessons learned from the case studies in relevant countries shows that the integration of ICT in Education can be beneficial, not only in terms of Education, but also in terms of Entrepreneurship and Employability.

In Lebanon, the use of digital tablets in the educational system has enabled the creation of a digital ecosystem for the production of mobile terminals and educational content.

In Portugal too, the implementation of an ICT plan for education has led to the creation of local companies in the field of computer manufacturing, as well as in the creation and production of digital educational content. This state of affairs has created jobs and economic growth in the country.

The examples of Lebanon and Portugal are not isolated. In most Latin American countries, such as Argentina, Brazil, Venezuela, Uruguay and Paraguay, computers and digital educational content used in the education system are produced locally. In some African countries such as Morocco, Tunisia and Kenya, ICT integration in education has led to job creation around content production.

The main advantage of such a policy is that it stimulates an absolute enthusiasm of all social groups around the integration of ICT in education. As a matter of fact, this policy encourages local entrepreneurship, which leads to the development of a digital ecosystem and the creation of jobs. It also makes it possible to constitute a critical mass of local human resources for the maintenance of the equipment, which plays a fundamental role in ensuring sustainability.

It is therefore indisputable that the policy of integrating ICTs into education in Africa, if it is well conducted, will not only have an impact on education systems. It will also have impacts on the economy through business creation and on the social life through job creation. Therefore, as the vice president of Intel said, a good policy of integration of ICT in education, beyond the aim on Education should have a focus on Entrepreneurship and Employability.



[Translated from a contribution by Antoine Mian]

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Corporate | Education | English

Educational Uses Of Internet Content Curation

by necemon 5. December 2013 19:41

As a marketing tool, how can "Content Marketing" be used as teaching tool in higher education? We tried to provide an answer to this concern by exploring François Arnal works.

"Curator" is a term used in museums. It refers to the person who chooses artworks for an exhibition, the curator is called upon to make a choice, a comment and an introduction of some existing works. He is the link between the artist (or the cultural heritage) and the public. He is an expert. The curator on the Internet, after defining the topics of his technological watch, may choose to work from a curation platform allowing him to automatically or manually harvest, filter, editorialise and share some online content.

Web 2.0, which now amounts to an audience of more than one billion people, influences our didactic practices. What is changing today in didactic postures is the virtual presence of a student on the web who, in addition to having a teacher, can interact with millions of people for free. This situation forces us to move from a one-way pedagogy to a participatory and contributory pedagogy. Indeed, through social networks, we even end up into situations where a student get in touch with people having a high level of expertise. The teacher should therefore recycle "Web-marketing" strategies in order to build a digital didactic strategy that allows the acquisition, and above all, the sharing of information and knowledge.

Thus, if curation tools are originally intended for businesses and the general public, digital monitoring tools can nevertheless be used by teachers and learners.

The dual objective for the teacher is, on one hand, to thoroughly understand social networks, access to information and digital identity design, and on the other hand, to gain access to information, and therefore to knowledge.

A first step may be for the teacher to acquire these tools and to make them available to his students through an effective and operational digital environment.

A second milestone is reached when students access the digital tool not as mere consumers, but as producers of knowledge. The student becomes an actor. And curation allows them, among other things, to learn and control the flow of information, to classify them, to package them and to offer them to others in a sharing community and in a context of mutual exchanges. His interest in this theme makes him an 'expert' in the field of information sharing or in a specific area of knowledge.

Through an elaborate content strategy that allows the student to search for information, to grasp it, to modulate it and to relay it while issuing a critical opinion; the age of vertical knowledge (from the teacher above, to the student below) is replaced by another mode of cognitive transmission: horizontal or reticular. It's a horizontal transmission because the hierarchy is shaken up. The student may then teach the teacher; or he may lecture, learn from, and interact with other students.


[Translated from a contribution by Antoine Mian]

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Education | English


I am Necemon Yai. I am a Software Engineer and a Digital Artist. Let's keep in touch via Twitter, LinkedIn or Facebook.

Je suis Necemon Yai. Je suis un Ingénieur en Informatique et un Artiste Numérique. Restons en contact via Twitter, LinkedIn ou Facebook.