Innovation Africa 2014 Summit Guide

20 of the 20
Top Universities
Get Better Results With Oracle
oracle.com/goto/universities
Copyright 2013, Oracle and/or its affiliates. All rights reserved. Oracle and Java are registered trademarks of Oracle and/or its affiliates.
Innovation Africa 2014 - Summit Guide 5
Minister's Welcome
I am honoured to
welcome you all to
Innovation Africa 2014 and to the warm hospitality of
Rwanda. I am delighted to see so many of my Counterpart
Ministers and officials from across Africa and very much
appreciate the time you have taken out of your busy
schedules to come to Kigali.
It is hugely encouraging to see so many industry partners
and international investors who have travelled from far
and wide to take part in this summit. Rwanda like so many
countries in Africa is open for business. Considerable
investment programs and expansions are taking place
across the education and ICT sectors. There is no better
gathering than Innovation Africa for government and
industry to engage with each other to further enhance such
investment.
I am looking forward to some stimulating panel discussions
and in particular the roundtable private meetings during
the two afternoons. As the host country Rwanda is
represented by the Ministry of Education, which includes
two State Ministers for Basic Education and for TVET. Also
represented is the Ministry of Youth and ICT, The Rwanda
Development Board, the Higher Education Council, The
Rwanda Education Board and the University of Rwanda.
It is wonderful to see so many participants where we

all share a common interest in advancing the education
systems and ICT infrastructures of our countries to
strengthen economic development and improve our
readiness for the 21st century global knowledge economy.
I look forward to meeting many of you individually,
throughout the event and on informal occasions such as the
cultural dinner on the evening of 19th November. Rwanda
has some of the most stunning wilderness and natural
beauty and I trust you can also find the time to relax and
enjoy your stay in our wonderful country.
Warmest regards
Prof Silas Lwakabamba

Minister of Education
Contents
Ministers Welcome
AfricanBrains Foreword
Engineering Africa
A year in the life of AfricanBrains
How are educators and investors faring
in rising Africa?
African markets to lead telecoms
growth globally
5
6
8
12
18
26
Innovation Cafs at Mbarara

University of Science and Technology
Funding scheme set to empower women
in ICT in Africa
Partners and Sponsors
Government Partners
Media Partners
30
32
34
43
51
6 Innovation Africa 2014 - Summit Guide
Welcome to
Innovation Africa 2014

AfricanBrains &
the Government of
Rwanda are delighted
to welcome all
delegates to Innovation Africa 2014. The central purpose of
the event is for government officials and industry leaders
to meet under one roof and engage in opportunities to
advance their partnerships in education, science, ICT and
research in Africa.
We would like to offer our warmest gratitude and
appreciation to all attending government officials, industry
partners, university officers and delegates. This summit
is organised in partnership with the Rwandan Ministry of
Education along with the Rwanda Development Board,
Ministry of Youth & ICT, Rwanda Education Board and
the key institutions - University of Rwanda and Higher
Education Council. We are most grateful to the Minister
Hon Prof Silas Lwakabamba and all officials of the ministry
of education and Rwandan Government who have made
this event possible. A special mention should be made
to senior ICT advisor Nkubito Bakuramutsa who first
requested and subsequently made this event possible in
Rwanda.
This years edition of Innovation Africa has the highest
ever turn-out of African ministers and senior officials. 25
African countries with 40 ministries for education, higher
education, communications and ICT are participating
in the panel discussions and roundtable pre-scheduled
meetings. It is an outstanding gathering of high-level
decision-makers. We are extremely proud and grateful
to all attending African governments and thank you for
committing the time and energy into being part of the
AfricanBrains family.
A special thank you is reserved to all our sponsoring
partners and delegates without whom this event would not
be possible. We appreciate the support of everyone who
has committed their valuable resources to be here in Kigali.
The event starts with a private governmental breakfast
on the morning of 18th November; which is followed by
special technology presentations from leading partners HP,
Microsoft & Intel. Registration for the summit will begin at
14:00 and at 19:00 there is an informal evening cocktail
reception.
The 19th & 20th November are the two main summit days
based around an innovative program of panel discussions
in the mornings and then converting to pre-scheduled oneto-one meetings during both afternoons. Please see the
separate summit agenda for event timings.
Panel sessions will be in the form of Q & As. Each panel
represents an outstanding gathering of some of the most

senior officials and key players in Africa. A great deal of
care has been taken in setting the questions; with each
panel chaired by top executives from the leading industry
partners of AfricanBrains.
There will 40 roundtable meeting areas in the ballroom
and auditorium of the Serena Hotel during the afternoons
of 19th & 20th November. The conference panel sessions
begin at 08:30 on both days and the roundtable meetings
begin after lunch at 14:20. Government ministries will
be hosting these roundtables and we kindly ask that all
officials and delegates start the meetings promptly after
lunch each day.
The floor plan of roundtables is available at the entrance
to the conference room. Prior to the start of the summit,
sponsors and delegates will have utilised our online
scheduling system to arrange their afternoon meetings.
There will also be the opportunity to arrange ad hoc
meetings during the course of the event.
We will be hosting a cultural dinner in the marque of the
Serena Hotel from 20:00 on the 19th November please
ensure you have your delegate badge with you.
For any assistance, please contact any of the organising
staff available throughout the venue.
We trust that Innovation Africa can play its part in bringing
together key decision-makers from both government and
industry to build their own relationships and strengthen
public-private partnerships. We are grateful for all your
support and participation. We are sure that your time at the
summit will be enjoyable as well as highly productive.
Warmest regards
John Glassey
Managing Director
AfricanBrains
Follow @AfricanBrains & @InnovationAfric and
please tweet about the summit using #IA2014
For general enquiries: info@africanbrains.org
For event enquiries: events@africanbrains.org
Press releases & news: editor@africanbrains.org
AfricanBrains
c/o The Brains Network Ltd
85-87 Bayham Street, London, NW1 0AG, UK
Connecting the
Unconnected
Since 2009 we have won more than 20 NBN projects and
successfully deployed in excess of 10 million lines
Education
Communication
Economy
Health
Collaboration
Traffic
Engineering Africa
Flickr / tattoodjay
By Frances Mensah Williams
There is a severe lack of engineering

capacity in sub-Saharan Africa, says
a report by Africa-UK Engineering for
Development Partnership that looks at
the causes and suggests remedies
The report Engineers for Africa: Identifying engineering
capacity needs in Sub-Saharan Africa was produced by the
Africa-UK Engineering for Development Partnership, which
brings together the engineering community in Africa and
the UK in a consortium comprising the Africa Engineers
Forum, the Royal Academy of Engineering, the Institution
of Civil Engineers and Engineers against Poverty. The
aim of the Partnership is to strengthen the capacity of
the African engineering profession and promote mutually
beneficial links between engineers in Africa and the UK.
Authored by Petter Matthews, Lily Ryan-Collins and Dr Jill
Wells from Engineers Against Poverty and Dr Hayaatun
Sillem and Holly Wright from the Royal Academy of
Engineering, the report identifies engineering capacity
needs, in terms of the size and skills base of the work force
in sub-Saharan Africa and sets out potential approaches
to meeting these needs. In doing this, the authors
consulted professional engineers and other engineering
stakeholders from across the region. While it is not a fully
comprehensive study of the variations across countries, it
does offer some insight into the issues involved.
Nurturing Local Innovation and

Capability
Sub-Saharan Africa suffers a chronic lack of indigenous

capacity in engineering and there are not enough
engineers graduating within the continent to meet the
demand in some of the countries.
Sufficient engineering capacity is essential to the

economic and social development of any country, says
the report. It is a basic requirement for the sustainable
provision of infrastructure that enables better healthcare,
access to education and the development of an attractive
environment for foreign investment. It is also a key driver
for innovation and growth.
Poor infrastructure development in many parts of subSaharan Africa has led to insufficient road networks and
major energy shortages, resulting in the continent lagging
behind other developed regions. This highlights the need
for the continent to nurture and develop its own expertise
and capacity in engineering and thus enable solutions to
be developed within the region rather than by imported
experts.
The lack of data available on the engineering capacity
within the continent is a constraint when planning how
to address gaps. The report is accompanied by three
supporting documents: a literature review; an analysis of
an electronic survey of 113 professional engineers and 29
decision-makers from 18 countries; and an analysis of a
set of interviews with 15 engineering stakeholders with
experience of leading projects in various African countries.
The majority of those interviewed worked in the in the civil
engineering sector, suggesting a predominance of civil
engineering activity in the region.
The summary report outlines the scale and nature of
may
be partly
due to
Africas While
capacitythis
needs,
considers
the causes
ofthe
low
dominance
of
foreign
engineering
firms
capacity in engineering sectors, assesses the impact
that
lowwho
capacity
has onforeign
development,
andthe
presents
a number
import
labour,
key reason
of possible
approaches
increasing
capacity
identified
in thistostudy
wasengineering
that engineers
in were
the region.
graduating without the necessary skills
and experience to be employable.
Insufficient Engineers to Meet

Demand
The reports authors identified evidence of a shortage

of engineers in all of the countries for which data was
available: South Africa, Rwanda, Mozambique, Malawi and
Tanzania. The deficit of skills is often in the public sector
and particularly in government posts in rural areas. But
the notable levels of unemployment among engineering
graduates also suggest that the problem is more likely
an inadequate number of engineers with sufficient skills
and experience, rather than as an insufficient number of
engineers.
While this may be partly due to the dominance of foreign
engineering firms who import foreign labour, the key
reason identified in this study was that engineers were
graduating without the necessary skills and experience to
be employable.
One interviewee from Zambia explained that, The
universities are able to churn out the engineers in
numbers but many of them do not have the skills to be
able to operate in a global economy. Reflecting the scale
of this problem, the Kenyan Engineering Board has in the
past withdrawn recognition for engineering degrees from
three of Kenyas public universities.
The report identified a variety of factors that contribute
to the lack of engineering capacity, ranging from global
market forces to inadequate education. Government
policies or approaches to engineering have often resulted
in a low level of public investment in engineering projects
over several decades which, in turn has severely limited
opportunities for African engineers to gain marketable
skills and experience. Of the professional engineers
who completed the survey for this study, 42% believed
policymakers had a poor understanding of engineering
issues.
African governments also often fail to put in place
adequate legislation to protect engineering standards or
properly enforce existing legislation. A failure to enforce
local content laws in relation to foreign engineering firms
also damages local capacity, with foreign firms not being
compelled to transfer knowledge to local engineers. This
is worsened when governments award public contracts to
foreign firms who utilise their own labour rather than local
contractors.
Another factor highlighted is poor quality education and
workplace training, with 40% of professional engineers
who responded to the survey stating that engineering
education in their country did not provide graduates with
the skills required. Tertiary engineering education (in
universities and technical colleges) in many countries in
SSA has not received the investment needed to keep pace
with the developed world in recent decades, says the
report.
Flickr / andrew_ashton
Engineering courses are often overly theoretical, based on

outdated curricula, and are not relevant to local needs,
with many Engineering faculties without the resources to
provide appropriate laboratory experience. Low salaries
for academic staff makes it difficult to attract high quality
faculty staff, with many teachers also often engaged in
other activities to earn extra income, distracting them from
teaching.
In South Africa in the early 2000s the number
of engineers emigrating annually actually
matched the numbers graduating.
Finding work placements in industry is very difficult for

African engineering students and this prevents them
from gaining the experience necessary for them to be
employable after graduating. Even in the workplace, a
lack of training for graduate engineers contributes to low
capacity in the region.
Engineering Brain Drain
Engineers with marketable skills and experience are often

inclined to migrate to other countries for better pay and
working conditions, resulting in a brain drain of the
profession from Africa and within the region.
As well as moving to other countries, talented engineering
graduates are also attracted to careers in non-engineering
sectors such as banking, finance, IT and management
consultancy which pay higher salaries and have city
locations.
This lack of engineering capacity has led to a widespread
reliance on foreign engineering contractors, the report
says, and this reliance on foreign firms can result in capital
flight and remove potential employment opportunities
from the local market. It can also result in buildings and
other structures that dont reflect or suit local needs.
Building Engineering Capacity in Africa While the
challenges involved in building engineering capacity in
sub-Saharan Africa are daunting, the study highlights a
number of approaches to address the key causes of low
capacity.
>>>
Engineering Africa
Research and data
Regional and international cooperation
Education and training
Hampering Development
There is a striking dearth of data and literature on the

subject of engineering Capacity for the region and,
in order to develop strategies for building engineering
capacity that are targeted and effective, it is vital that
more detailed research is undertaken into the various
engineering sectors in each country. As well as providing
the necessary evidence to develop suitable programmes
to build capacity, this would also raise awareness among
stakeholders (governments, donors etc) about the nature
and extent of the problem.
Improvements are needed right through education
pipeline, including better teaching of mathematics in
primary and secondary schools.
The need to improve tertiary engineering education is
critical to developing engineering capacity across the
continent. There is a clear need for the development of
curricula in line with current industrial practice and tailored
to local needs and to bring engineering education in line
with international norms. It also recommends that tertiary
education should be improved through the development of
partnerships between academia and industry.
One interviewee reflected a view held by many when
he explained that, without these links the training
institutions are not able to address the inadequacies
in their training, and industry is not able to utilise the
products from the universities.
Professional institutions
Professional engineering bodies can support the

development of engineering capacity in African countries
by developing and enforcing professional qualifications
requiring appropriate experience for all senior engineering
positions.
Flickr / dvdmerwe
Government approaches
Collecting and analysing data on national engineering

needs is crucial and the report suggests that government
legislation could contribute to engineering capacity
building in many by making it compulsory for professional
engineers to be registered with their relevant professional
body to ensure certain standards of practice, thus
improving the quality and reputation of local engineers,
and also develop appropriate local content laws to ensure
that there is a process of knowledge transfer from foreign
engineering companies to local engineers.
International cooperation and knowledge sharing has the

potential to be an important capacity building avenue
for countries in SSA. North-South and South-South
partnerships between engineering education institutions
facilitate knowledge sharing, and more partnerships of
this kind would be beneficial. Furthermore, the African
engineering professionals in the diaspora could also play
a greater role by sharing the knowledge, skills and access
to networks that they have gained abroad with their home
countries.
The severe lack of engineering capacity at every level

of the profession in sub-Saharan Africa is a significant
obstacle to achieving almost all development goals, from
the provision of basic sanitation to the reduction of rural
poverty, says the report.
The key causes of low capacity include: a lack of
government investment in engineering skills development
right along the pipeline; out-of-date curricula and teaching
methods at universities, resulting in graduates lacking
required skills; weakness of professional institutions,
leaving professional engineers unsupported and resulting
in insufficient or non-existent registration processes; lack
of knowledge transfer from foreign engineering firms;
failure by the private sector to provide sufficient CPD; and
brain drain of engineering talent to other sectors and
other countries.
Overcoming these causes of low capacity is a formidable
task. But, it is one that is achievable with the right level
and mix of research, investment and policy making. By
improving investment decisions and supporting more
effective deployment of resources, governments in subSaharan Africa can make significant strides in addressing
the lack of domestic engineering capacity and work with
the engineering profession to better understand the
problem and develop policies and practical approaches
aimed at addressing it.
About Frances Mensah Williams

Frances Mensah Williams is
the CEO of human resources
advisory and training
consultancy, Interims for
Development Ltd, and the
Editor of
www.ReConnectAfrica.com,
the leading careers and
business online publication for
African professionals.
A year in the life of

AfricanBrains
By Marc Mcilhone
Education is the most powerful

weapon which you can use to change
the World
Nelson Mandela
At AfricanBrains we relish the task of covering all things

innovative in education, technology and business and we
would love to share some of our stories with you whilst you
attend our 2014 Innovation Summit. As we welcome you,
editor MARC MCILHONE looks back over some of them.
Since becoming editor of The Brains Network (which
includes AfricanBrains ArabBrains, ChineseBrains and
AustralianBrains) in October 2011, I have been constantly
impressed by the incredible ingenuity displayed within the
spheres of education, technology and business in Africa.
Over the past year weve published a diverse range of
stories showing how innovation in these areas make a real,
practical and sometimes life-changing difference to people
and Id like to share some of these with you now.
Rwandas YouthConnekt Hangout

sweeps away UNDP Technology
Innovation Award
Young people are often the
leading innovators
Africa has already made significant steps in areas
of economic growth, development and innovation.

Nevertheless, these new advances occasionally fail to
translate into opportunities for youth on one of the
youngest regions in the world. Youth employment,
professional education and training are still great
challenges on the African continent which threaten to
reduce the overall efforts of alleviating it out of poverty.
While in an increasingly globalised and digitalised world
young people are often the leading innovators and
initiators of the progress, a crucial element of equipping
them with the right skills and training is often forgotten in
the formula of development programmes.
Therefore, the recent commendation of the Rwandan
initiative in digital technologies serves as a timely
reward for its progress in adopting innovation and digital
technologies to build the skills of young people, harness
their energy, realise their aspirations and foster inclusive
social transformation of the country.
The Rwandan Governments technology communications
initiative YouthConnekt Hangouts won the top honours
at the United Nations Development Programme (UNDP)
initiated innovation fair in South Africa and has been
rewarded as the best innovative project together with the
prize of 75,000 USD for further development of the project.
The initiative was developed by the Government of
Rwanda Ministry of Youth and ICT (MYICT) in partnership
with three information and communication technology
entrepreneurial firms to launch an interactive forum hosted
on Google.
Their joint project is a bi-monthly event which since its
launching on 12th November 2013, envelops through
the use of digital technologies various themes ranging
from youth employment, entrepreneurship, youth access
to finance, role of youth in peace-building, ICT4D,
>>>
James
Planning lessons,
Monika
grading papers
Jennifer
and organising meetings

have gone Google.
Thousands of schools & universities have already
gone Google, using Apps for Education & Chromebooks,
devices that bring the power of the web to students.
Why not learn more?
www.google.com/edu
Copyright 2013 Google. All rights reserved. Google and the Google logo are registered trademarks of Google Inc.
A year in the life of AfricanBrains

sustainability, investment promotion, sports and culture,
role of youth in regional integration, reproductive health,
to HIV/AIDS and drug abuse among others.
The platform YouthConnekt uses Google Hangout
technology and other social media channels, such as
Facebook or Twitter, as well as mobile messaging system
(SMS) to connect young people to resources, relevant
skills, entrepreneurship opportunities, role models or
employment venues and encourages youth to actively
engage in the economic, social and political transformation
of the country.
According to the Minister of Youth and ICT, Jean Philbert
Nsangimana, the programme has a practical, resultsoriented format which includes interactive, multistakeholder panel discussions, partnership announcements,
online discussions and debates as well as opportunities
for participants to present their ICT projects to potential
partners or donors. It provides great possibilities for
networking for current leaders in private, public or finance
sectors with the young leaders of tomorrow. Nsangimana
also said to the sources at The Green Light Mag that the
development of the YouthConnekt Hangout was a historic
moment in the efforts to expand communications and
interaction between youth and Rwandan public as well as
private sector leaders.
Moreover, while the YouthConnekt Hangout accurately
fits into the Second Economic Development and Poverty
Reduction Strategy (EDPRS 2) of the Government of
Rwanda which identifies youth employment and inclusive
growth as two of the major shifts that need to happen
to end extreme poverty and improve livelihoods in
the country, it has been also recognised as a relevant
reflection of the Global Post-2015 Development Agenda,
a framework that will succeed the UN Millennium
Development Goals (MDGs).
As the global shifting policy priorities begin to identify
diversified economies, equal opportunities, social inclusion,
innovation and technology as well as youth engagement
as crucial elements of poverty reduction and alleviation
of socio-economic disabilities in the developing world,
Rwandas innovative social engagement programme
through digital technologies seems to be a stepping stone
in the newly forming global development agenda. It can
serve as a blueprint example for other countries how
digital innovation and smart engagement of the youth can
harness new ways of achieving significant results in socioeconomic progress.
Unstoppable Foundation advances

girls education in Africa, one
village at a time
Sponsor a Village Model Promotes
Sustainable Education and Self-Sufficiency
As we reflect on the tremendous progress
that we have made, were looking ahead to
double the number of children educated in
the next twelve months, to an
additional 5,000
Flickr / DFID
This year a record number of girls in sub-Saharan Africa

have had access to an education for the first time, thanks
to The Unstoppable Foundations powerful Sponsor a
Village model. More than 6,000 of the worlds neediest
children are going to school, and their families are getting
the tools they need for self-sufficiency clean water,
sanitation, healthcare and income skills training.
The Unstoppable Foundation Sponsor a Village program
creates not only schoolhouses but real opportunity for
self-sustaining progress through the five-pillar model of
education, clean water and sanitation, healthcare, nutrition
and income training. We join forces with our implementing
partners on the ground to transform entire communities,
said Cynthia Kersey, founder and CEO of The Unstoppable
Foundation.
Sponsor a Village donations are pooled together to
support self-sustaining villages, producing far greater
results than individual gifts. Each pool of $25,000 creates
a schoolhouse plus the tools crucial to lifting a community
out of poverty.
Since 2008, The Unstoppable Foundation has funded 62
schoolhouses and two secondary schools for girls in sub-
Saharan Africa, 6,028 children are receiving an education

and daily nutritious meal, and more than 20,000 people
have access to clean water, sanitation, healthcare, food
and nutrition, and income skills training.
In a region of Africa where one in ten children dies before
the age of five, and where many girls are married off at
12 years of age and subjected to rituals such as female
genital mutilation, the education of thousands of girls is
already making a difference. Each student is primed and
passionate to make an impact on her community and has
taken a huge step towards creating a hopeful future for
herself and her family.
As we reflect on the tremendous progress that we
have made, were looking ahead to double the number
of children educated in the next twelve months, to an
additional 5,000 said Kersey.
The Unstoppable Foundation is a non-profit humanitarian
organization bringing sustainable education to children
and communities in developing countries, thereby creating
a safer and more just world for everyone.
Rwanda gets tech incubator

Great place to do business. We know it has
some extraordinary local talent
whose skills and ingenuity
we want to support
Sweden-headquartered telecommunications and media
company Millicom has built a technology incubator in
Rwanda to develop digital solutions. The incubator, called
think, is located in the capital, Kigali, and will be used
to develop innovative and scalable businesses in which
Millicom will take an equity stake.
Potential entrepreneurs are given seed funding, training,
coaching, and access to technical resources and support
accessing investors and customers. Millicom CEO HansHolger Albrecht said Rwanda is a great place to do
business. We know it has some extraordinary local talent
whose skills and ingenuity we want to support.
Tanzanian entrepreneurs win

Africa's Business Leadership
Awards
Three Tanzanian entrepreneurs were among winners of
CNBC Africa 'All Africa Business Leaders Awards' (AABLA)
for the East African round that was held in Nairobi, Kenya.
A statement issued mentioned the three as Tanzanian

media magnet, Dr Reginald Mengi, the Chief Executive
Officer and founder of Technobrain Limited, Manoj Shanker
and the Chief Executive Officer of Helvetic Solar, Patrick
Ngowi.
The statement said Dr Mengi, the Executive Chairman
of IPP Limited, won two awards - the 2014 East African
'Business Leader of the Year Award' and 'Lifetime
Achievement Award' for pioneering corporate social
responsibility in Tanzania.
The CEO and founder of Technobrain Limited in Tanzania,
Manoj Shanker was named 'Entrepreneur of the Year'
owing to his successful efforts to build a unique African
company that puts Africa first as a Communications
Technology Solutions developer along with the capacity
to win and deliver major projects in countries across the
world.
The accolade of East Africa's 'Young Business Leader of the
Year' went to Helvetic Solar CEO Patrick Ngowi, a serial
entrepreneur and pioneer whose company is the fastestgrowing network in Renewable Energy in East Africa.
Mr Ngowi now has over 300 people under his leadership,
contributing to growth and development while focusing on
commercial initiatives in Tanzania and across the region.
Africa's most respected business awards, the AABLA,
recognises the continent's trade and industry gamechangers in a variety of categories that mirror the
multifaceted nature of the African business.
I hope you have enjoyed reading about just a few of the
great examples of how the future is bright for Africa. The
combination of entrepreneurial spirit, open mindedness
and technological innovation in the region has created a
dynamic powerhouse ready to take on whatever challenges
the future brings.
Enjoy the summit!
About Marc Mcilhone

Marc Mcilhone is AfricanBrains'
Editor- sourcing news &
features content and overseeing
the work of the sites
contributors.
Please email press releases and
news to:
editor@africanbrains.org
Bi-Bright is part of the Bi-silque group, the leading specialist

manufacturer of visual communication products based in
Portugal. We supply to more than 60 countries in 5 continents
and doing so for almost 40 years. Our proven track record of
innovation, quality and service has enabled us to become the
chosen partner for many of the worlds leading companies.
But what makes Bi-Bright different?

Decades of experience in producing traditional whiteboards
and presentation products enables us to understand the
use, application and demands of classroom environment.

We have taken that experience to create the total
interactive solution for the modern teaching environment.
Our interactive solution includes Interactive Whiteboards
and Touchscreen LCD, Tablets, Projectors and a full range of
resources. Our strategy has created a solution that is of the
highest quality, accuracy and responsiveness; providing the
ultimate user friendly experience.
www.bibright.com
Bi-Bright supports an inclusive

and global education,
designed to consider everyone

and every dimensions
of education.
Technology
Contents
Within the new educational framework,

the environment is composed of
hardware, software and educational
resources. Interactive boards and
tables, tablets, projectors, computers
and smart phones take advantage of
the ICT's potential for that which is the
schools' core - learning and teaching.
The integrated management of schools needs to take into account all their
dimensions and all the players within the educational system. This way, the
management of processes will become simpler and more effective, with
the users being capable of interacting with the different services, accessing
information and contents appropriate to their actual needs.
With the evolution of

technology, inside and outside
the classroom, it becomes clear
the need to make multimedia
educational resources
available to teachers and
students that promote and
create new learning dynamics.
Course material
Furniture
Training
Infrastructures
The purpose of the course materials

and equipment is to effectively
contribute to creating favourable
conditions to education and learning,
in each specific school stage and
subject, making the lessons more
vibrant, attractive and motivating
for both students and teachers.
The quality of education and

learning is implicitly connected
with the quality of the physical
environment. The furniture
must be versatile, ergonomic
and mobile so that the very
same space can be used in
different manners.
The teacher is the essence of

education. It is essential to
train the teacher so as to
make an appropriate use of
the available resources, not
only to train students, but
mostly to prepare them to
face the labour market.
Internet allows you to

overcome distances and
reduce costs, fight e-exclusion
and digital illiteracy. Access to
sources of information and
knowledge dissemination is
the first step to connect
people and ideas.
School management
How are educators and

investors faring in rising
Africa?
By Sara Custer
It wasnt just the tropical heat that felt familiar to Diom
when he first arrived to start a Business degree at Murdoch
University in Dubai International Academic City. Despite
being the only student from Cameroon on campus he
says he fit right in. I saw a lot of students from different
countries so immediately I felt at home, he beams. There
are a lot of African students here and Id never heard of
Kazakhstan before, but I got to know it!
Diom was one of the more than 22,000 students from
Cameroon, 9% of total tertiary enrolments, who decided
to seek education abroad last year. His experience of
pursuing an Australian degree in a foreign country is
characteristic of the growing role transnational education
(TNE) has in answering demand among African students
for a quality education.
In terms of statistics Cameroon fares better than other
African countries. Over 11% of university-aged students
are enrolled in tertiary education, higher than the SubSaharan average of 6% and public expenditure for a
tertiary student as a percentage of GDP per capita is just
40% while in Ethiopia, Madagascar and Guinea its over
100%.
According to UNESCO, high expenditures per capita of
GDP on tertiary education suggests that public resources
are highly concentrated on relatively few students and
are indicative of the current state of education in most
countries on the continent: demand is high but enrolments
remain low due to poor teaching standards, few resources
and little industry to employ graduates.
Traditionally African students pursue

postgraduate degrees in applied sciences,
engineering or agriculture fields
aiming to find a job in the oil & gas industries
Mobility Patterns
African students accounted for almost 10% of international
students in 2010 worldwide according to Campus France,
with the ratio of outbound mobile students to domestic
students higher than 25% in most countries. Destinations
tend to be dictated by historical and linguistic ties and
cross-border convenience; France attracted the largest
proportion of students in 2010 222,390 followed by
South Africa, 114,551. The UK and the USA received around
73,000 students each.
Morocco, Nigeria and Algeria are the largest source
countries on the continent for France. Open Doors data
from 2013 shows that Nigeria was the top African source
country for universities in the USA followed by Kenya,
Ghana, South Africa, Ethiopia and Cameroon.
As a study destination, South Africa is the regions main
education hub with international enrollments growing
from 12,000 to over 60,000 from 1994 to 2006. According
to the Institute of International Educations Project Atlas,
international students made up 8% of all South African
tertiary enrolments in 2009.
In that year, the top five countries of origin of foreign
students were Zimbabwe, Namibia, Botswana, Lesotho
and Swaziland but South Africa has also become the top
attractor on the continent for students from the US.
Traditionally African students are employment-motivated,

which influences their fields of study most pursue
postgraduate degrees in applied sciences, engineering
or agriculture fields aiming to find a job in the oil & gas
industries.
Theres no doubt about it: what is developing about Africa

at large is its buying power. Some estimates predict that
spending will reach $2.2 trillion by 2030, making Africa
accountable for 3% of worldwide consumption.
Huge investments in oil & gas, mineral extraction and
agriculture industries have created the need for skilled
workers. Vocational training opportunities abound in
countries like Nigeria, the Ivory Coast, Uganda, Ghana and
Ethiopia where funding comes mostly from governments
aiming to build infrastructure or private companies looking
to upskill their human capital.
Being able to compete in English accepted now
as the global language of business, commerce and
international relations has increased interest in English
language teaching, especially in former Francophone and
Lusaphone countries such as Rwanda, Gabon, Angola and
Mozambique that are all aiming to transition to English as
their official language.
Flickr / rorycellan
Driving Demand
In many countries across sub-Saharan Africa,
there is a demand for ESL courses, especially
among students preparing to take an Englishtaught degree course
As large proportions of populations near the age of tertiary
education in most African countries, governments find
themselves with a severe supply shortage. Quite simply,
the demand for quality higher education cannot be met by
local, publicly funded suppliers.
This creates opportunities for in-country tuition and skills
development across all levels for foreign providers. Local
governments recognise the need to partner with outside
operators and are writing policies to make it easier for
private providers to establish operations.
Most recently, the government in Kenya replaced its
Commission for Higher Education with the Commission
for University Education which will be charged with
establishing a level regulatory playing field for public and
private providers.
Africas middle class is expected to grow from 355 million
(34% of Africas population) to 1.1 billion (42% of the
population) in 2060. Consumer spending by the middle
classes reached an estimated US$680 billion in 2008 or
nearly a quarter of Africas GDP.
Were busy not only managing traditional teaching

centres for members of the public, but are working
increasingly to support national governments making this
shift to English, advising them on how to develop their
curriculum, train their teachers and integrate ICT into the
curriculum, comments Tony Reilly, the British Council
Country Director in Kenya.
And despite English already being the official language
in many countries across sub-Saharan Africa, there is
a demand for ESL courses, especially among students
preparing to take an English-taught degree course.
Tony Crooks is team leader at the government-funded
Australian Awards in Africa, which provide access to
postgraduate education and professional training for
Africans who return to their country after studying in
Australia in support of the Millennium Development
Goals. He says that in some cases, award winners coming
from English-speaking countries arent able to meet IELTS
minimum scores.
You get into some quite heated political and postcolonial issues that go beyond the commercial interests
of a testing organisation when you discuss the issue, he
comments. You get into the question of whose standards
of English are better. Many students speak a variety of
English that is not the variety that is used in the academic
circles of the UK and Australia.
Assessing the risks

Compared with other emerging regions like Asia or
Latin America, Africa presents a new set of challenges
for international educators. Many countries lack the
>>>
How are educators and investors faring in rising Africa?

basic infrastructure of roads or grid electricity, stable
governments, or sufficient economies to support skilled
graduates.
National government policy is needed that

empowers the people. Until we do that the
middle class isnt going to last for long
When it comes to establishing foreign partnerships,

Western universities predominantly ignore Africa, says
education consultant Stuart Rennie.
Its a difficult, challenging and tough
environment to work in, so a lot of the VCs
and the senior management teams in
universities shy away from it
I think theres a number of reasons for that its a
difficult, challenging and tough environment to work in,
so a lot of the VCs and the senior management teams in
universities shy away from it.
When it comes to recruitment, traditional channels are
also not as straightforward in most African countries, with
universities relying on direct enrolments or what Rennie
describes are crude agent networks.
Bukky Awofisayo, an agent at UKEAS in Nigeria, agrees
that the market is saturated.
There are so many agents. There are one man, two man
agents, there are big ones, there are international agents,
she says. Everyone claims to be an agent without offering
high quality services, she adds, noting that accreditation
schemes including the British Councils help set legit
operations apart.
Similarly, investors find most countries too remote and
dont have the support infrastructures to make investments
and manage operations. As one private sector professional
observed: You really have to go deep into a country to
decide whether its worth investing in.
While tertiary enrolments have sky-rocketed since the
1970s in Sub-Saharan African countries, overall enrolments
among the tertiary-aged population (18-24 years) remains
at just 6%. Meanwhile, the tertiary gross enrolment ratio
(GER) of the United States and Western Europe is around
72% and for most developing countries between 20-40%.
According to Abhinav Mital, a partner at strategic
education advisory firm The Parthenon Group, a low GER
implies a lack of skills to support the economy, which
impacts productivity and growth.
Governments understand that but they dont have the
money to invest behind public institutions which have
traditionally been the main source of education, he
counsels.
Over the past five to six years, private institutions have

successfully filled the capacity gap, creating critical links
between education and employability.
However, despite the relative progress that is attracting
the interest of the most intrepid international educators,
Mital says opportunities are still quite limited because the
markets function very differently and student preferences
need to be understood more closely.
He elaborates, The way students operate and learn,
the mode of study, sensitivity to fees, etc, are actually
quite different from what you see in China and India; and
students tend to be older.
While growth in the middle class means more families can
pay for quality higher education, there are concerns that
without strong local industry these middle classes are in
danger of disappearing.
What is needed is an industrial policy that results in the
building of economic infrastructure that will result in jobs
for the middle class, which will result in revenues trickling
down to the poor people, explains Kelechi Kalu, Associate
Provost for Global Strategies and International Affairs
Professor at Ohio State University in the USA.
Ohio State sends students to many African countries to
help drive research into product development, medicine,
agronomy and engineering. Kalus position is that national
government policy is needed that empowers the people.
Until we do that the middle class isnt going to last for
long.
Meanwhile for the vocational education sector, overcoming
stereotypes is one of the main challenges to reform,
according to Michaela Baur, head of the Competence
Centre TVET & Labour Market at the German development
agency, GIZ.
The image of [technical and vocational education and
training] TVET in many countries isnt great, she says.
There is a demand for qualified workers but most people
would like to see their children more on the academic
pathway of education. Mismatch unemployment is
therefore quite common.
>>>

Meeting the Challenges
The international community has always been involved in
Africa but for the first time, Africa is also in a position to
contribute to its own development.
The need for a skilled labour force has resulted in a boon
for private and public vocational education providers.
Both TVET UK and Germanys GIZ have set up training
programmes appealing to both commercial and aid
prospects.
Nigeria is set to become the largest market for TVET UK
members and the organisation has recently opened its
first international office in Lagos to facilitate partnerships
with UK private vocational providers and governments or
companies in Africa. These tend to be predominantly in oil
& gas and agricultural sectors keen to have more qualified
workers, says Matthew Anderson, TVET UK Director.
The way we deal with Africa has got to be
different from the way we deal with Europe
The way we deal with Africa has got to be different from

the way we deal with Europe, he says. Theyve skipped a
generation of computers, they dont all necessarily want to
be shopkeepers or businessmen. Theyve got to be trained
relevant to the industry theyre in.
The project, commissioned by the British Council and led

by the Institute of Education at the University of London, is
ending its first year.
What weve discovered early on is what we actually dont
know about all the inter-relationships and the triggers for
employable or unemployable graduates, reveals Reilly.
Were surprised that employability is such a critical issue,
and yet theres so little hard data and rigorous research
evidence about it.
Technology enables learning to take place
outside of traditional educational institutions
like never before
The British Council also promotes social entrepreneurism in

countries like Senegal, Sudan and Ghana by collaborating
with local businesses to fund Apprentice or Dragons
Den type television programmes. Theyre promoting the
concept of graduate entrepreneurship and the need for
higher education institutions to turn out graduates who
arent job seekers but job creators, explains Reilly.
Africa online
Not surprisingly, technologys role in increasing access to
education in Africa is elemental as the continent leapfrogs
the desktop PC and goes directly to mobile.
GIZs work tends to be less commercial, spending 1 million

annually on average on each project with funds from the
government. More frequently the projects receive funds
from the development co-operations of other countries as
well.
Just as most learning is informal, the most impact is being

seen in informal learning, observes Rebecca Stromeyer,
Founder and Director at eLearning Africa. Technology
enables learning to take place outside of traditional
educational institutions like never before.
Additionally, there are projects financed by third parties,

including national or provincial governments in Saudi
Arabia or India. Typically programmes receive support over
three years but Baur says most need to continue for at
least 10 years in order to make a sustainable change.
The lack of infrastructure is generating some creative

solutions, such as the White Spaces project, which
connects remote universities and schools in Tanzania,
Kenya, South Africa and elsewhere to high-speed internet
by using unused television frequencies.
The idea is to improve or enhance the capacities of the

responsible people in the countries, she comments. Local
ownership of the project is very important.
And of course, billed as the democratic answer to finally

crack barriers to education, Massive Open Online Courses
(MOOCs) are appearing in a number of experiments to
increase access to education in Africa.
In addition to the scholarship and recruitment initiatives

the British Council typically carries out, it is also heading
up a large-scale, multinational, three-year research project
to measure graduate employability in Africa. The project
will look at universities in five countries, four in Africa
(Ghana, Nigeria, South Africa and Kenya) and also the
UK, and analyse how they prepare graduates for work and
participation in society.
The World Bank is partnering with Coursera to pilot the

Youth Employment Accelerator Program Initiative in
Tanzania that will create a MOOC IT curriculum designed
in collaboration with local businesses. The idea is to
directly prepare students to meet the high demand for IT
specialists in the regional economy.
>>>

Giving South Africa a run for its money,
Mauritius has launched a national effort to
become the education hub of Africa
Meanwhile, Frances minister for higher education,

Genevive Fioraso, committed 12 million to develop
the MOOC platform France Universit Numrique (FUN)
in January of this year, underlining that the initiative will
target African students specifically.
In order to fill the gap in quality standards in public
provision, African students are increasingly turning to
forms of transnational education too. According to the
UKs HE International Unit, last year Africa accounted for
more than 20% of total TNE provision globally, led by
Nigeria, Ghana and Kenya which provided almost a tenth
of students worldwide. Most TNE on the continent takes
the form of students receiving degrees from out-of-country
providers through local partner institutions.
International branch campuses are another form of TNE
that has seen success in the region. Monash University was
the first university to establish a campus on the continent,
operating in Johannesburg since 2001 and catering to
a growing number of international students from other
African countries as well as locals.
Giving South Africa a run for its money, Mauritius has
launched a national effort to become the education hub of
Africa. It hosts several education villages and since 2010,
the UKs Middlesex University has been operating a branch
campus there. Currently 720 students are enrolled with
about half of the population made up of foreign students,
mostly from other African countries.
Regional director Raj Gill says despite the universitys
success in Dubai a campus in another area keen to bring
in foreign providers Mauritius required a completely
different approach. When youre setting up a campus,
if you think youre going to populate it with international
students it doesnt work, he says.
In a small place like Mauritius with already two local
campuses and a host of other providers, you have to get
a very good match of what is required internationally and
what is required locally.
Preparing for a sustainable future

While economies may be unstable across the continent, for
private investors with experience in developing markets
or focused specifically on Africa, higher education is the
number one choice for investments.
While typically five years ago most investors would have

looked only at South Africa, shifts in demographics in
countries in East Africa, including Kenya and Ethiopia
have created a frenzy among investors. Comparisons have
been drawn between Africa and South Korea 70 years
ago, based on the continents challenge to build education
systems from the ground up.
If you really look at a country that did it right its Korea,
says Chris Hoehne, Senior Managing Director at private
equity firm Sterling Partners.
Post-Korean War they started out in the same very tough
circumstances and theyve been committed to a variety of
practices, one of them being a really strong commitment
toward education that elevated their country to a first
world economy and I think that were starting to see that
practice taking root in Africa.
But Africas commitment to education policy is very much
dependent on creating sustainable economies. Upskilling
human capital will continue to be of great importance
to economic growth, but there must be an equal push to
promote entrepreneurship within local industry.
Young people in Africa and around the world will need
jobs, jobs with security and fair pay so that they can
build their lives and prepare for the future, says Reilly
at the British Council. It hinges on this area of skills and
employability, he urges.
Organisations like ourselves and the donor community
need to ensure that with the expansion in access to higher
education in Africa, universities arent just producing
thousands of unemployed or underemployed graduates
that will quickly become disaffected.
Five years ago most investors would have
looked only at South Africa, but shifts in
demographics in countries in East Africa have
created a frenzy among investors
Baur of GIZ also highlights the need to keep manufacturing
within African borders. The whole issue is making sure
the production line somehow takes place in the developing
country, she says. If you only focus on the supply side of
labour then you have a lot of people who are employable
but you dont have jobs. If you only focus on the demand
side of labour you have jobs but no people to fill them. Its
always very important to see the comprehensive picture.
Countries on the radar for private investors are ones that
have already established track records of growth, which is
why South Africa will always be the most appealing place
for investors price points are higher and population is

strong.
However, Kenya is also attractive because of the newly
established regulatory support for private providers. We
can also expect to see strong investor activity in West
Africa (Morocco, Tunisia, Nigeria) and East Africa (Uganda
and Tanzania) in the next two to three years.
Stromeyer expects to see an increasing number of
e-learning products specifically for African markets
that take into account the needs of users living in
very diverse circumstances. The sustainability of this
growth is dependent upon long-term commitment from
governments, which must be prepared to support and
enable home-grown enterprise, skills development and
innovation, she comments.
She adds that security and stability are vital for long-term
investments in technology. Investors, whether African
or from further afield, need to have confidence that
their interests wont be affected by economic or political
unrest.
Young people in Africa will need
jobs with security and fair pay so that
they can build their lives and
prepare for the future
And as more international education leaders push for

equality in student mobility, Kalu at Ohio State University
believes that education exchanges with Africa present an
unchallenged richness of culture, language and ideas for
students from the developed world.
I dont think any other continent except maybe south Asia
offers students that type of opportunity, he says. If you
go to Ghana its an entirely different set of culture effects
from Nigeria, from South Africa, from Ethiopia.
In order to ensure that Africas vastness and progress
continues to be a source for opportunities for both native
students and countries committed to working with Africa,
partnership is essential, says Kalu. An outsider can never
fix Africa. Africa has to be fixed by Africans working
collaboratively with outsiders.
About Sara Custer

Sara Custer is a senior reporter
for The PIE News and hails from
a small town in Oklahoma, USA.
Sara received her BA in Chicago
and then headed for Catalonia
to teach English in Barcelona
for four years. She landed in
London to complete a Masters
in international journalism. She
has over five years experience
writing for webpages and
print publications. Shes fluent
in Spanish and when shes
not navigating the streets of
London on her red bicycle shes
trying to improve her Catalan.
E: sara@thepienews.com
Twitter @Sara_ThePIENews
African
markets to
lead telecoms
growth
globally
By Tom Jackson
Africa's telecoms market is forecast to grow at the fastest
rate globally over the next five years, with increasing
revenues and a greater proportion of earnings from mobile
data.
The Sub-Saharan Africa telecoms market: trends and
forecasts 20132018 report from telecoms specialist
Analysys Mason predicts service revenue for telecoms in
Sub-Saharan Africa will display a compound annual growth
rate (CAGR) of 6%, increasing from $49 billion last year to
$65 billion in 2018.
Analysys Mason also predicts Africa's telecoms market
will undergo a transition, with revenue from mobile data
services increasingly matching mobile voice revenue.
During the period in question, mobile data revenue is
predicted to grow at a 6.7% CAGR compared to just one
1% for fixed services.
This growth is attributed to increased 3G coverage and
capacity, alongside the widespread introduction of lowcost smartphones. The company also points to the "related
key driver" of adjacent digital economy offerings such
as mobile financial services, which are seeing increasing
take-up.
"SSA's telecoms market is growing faster than that of
any other region, and will increase its share of worldwide
telecoms revenue over the next 5 years, although this will
still remain small compared with other regions," Analysys
Mason's regional analyst Mpho Moyo said.
IBM, the IBM logo, ibm.com, Smarter Planet and the planet icon are trademarks of International Business Machines Corp., registered in many jurisdictions worldwide. A current list of IBM trademarks is available on the Web at
www.ibm.com/legal/copytrade.shtml. International Business Machines Corporation 2012.
The share of the global telecoms market accounted for

by Sub-Saharan Africa, which stood at 2.9% in 2013, will
increase to 3.6% by 2018.
>>>
THE MORE WE KNOW,

THE MORE WE WANT
Today we are capturing more
data about more things more
quickly than ever before. The
sheer facts of big data2.5
quintillion bytes are created
dailypresent outsized
challenges, and opportunities.
As our analytical prowess
grows, we are using it to create
a series of powerful, even
disruptive transformations: of
our organizations, our industries,
even our individual roles.
Marketers used to see you

as a segment.
Now they see you as you.
Until recently, marketers saw

consumers only as vague
demographic blots. So its no
wonder so much marketing
missed its audience, or bored
it, or annoyed it. A generation
of CMOs, however, is applying
new analytical rigor to vast
pools of transactional and
social data. This allows them
to develop deeper proles of
individuals, and to design
marketing that is more relevant,
more personal and, ultimately,
more like a service than before.
SMART IS A VERB.
Across the world, a distinct

group of leaders is emerging,
who possess both a wealth of
data and an acuity of analytical
insight that their predecessors
never had. So they feel
freer to actwith a calculated
boldnessto lead the big
shifts that are reverberating
through their organizations,
their industries and beyond.
LETS CHANGE THE WAY

THE WORLD WORKS.
IBM works with leaders across
TO CHANGE
EVERYTHING.
City leaders used to be judged by how
well they responded to a crisis.
Now they are judged by how well they
anticipate one.
This may explain the sound

youve been hearing so often
lately: the crashing of one
convention after another to
the ground.
Mayor Eduardo Paes of Rio de

Janeiro has adopted a proactive
approach to the safety of
the citys 6.3 million people.
From a single integrated
operations center, city ocials
now monitor and coordinate
information from 30 public
agencies. During the
annual rainy season, this has
helped improve response times

to ooded areas by 30%.
More promising still, ocials
have begun using predictive
analytical models to pinpoint
high-risk areas before flooding
occursand to evacuate
residents before rescue is too
dangerous or too late.
the world to put data and

analytics at the heart of their
organizations. Weve observed
that among these leaders a
distinct group is emerging,
whose talents are enabled by
technology but go beyond it.
They are making bold decisions
and advancing them on the
basis of rich evidence; they are
anticipating events, not merely
reacting to them; and they
are toppling the conventions
that stand in the way of
thinking and working smarter.
ibm.com /changingroles
LETS BUILD A
SMARTER PLANET.
IBM, the IBM logo, ibm.com, Smarter Planet and the planet icon are trademarks of International Business Machines Corp., registered in many jurisdictions worldwide. A current list of IBM trademarks is available on the Web at
www.ibm.com/legal/copytrade.shtml. International Business Machines Corporation 2012.
African markets to lead telecoms growth globally

This growth will be primarily driven by mobile services,
according to the report, with revenue from such services
predicted to increase to 89.4% of total revenues in 2018
compared to 86.5% in 2013.
Mobile voice and handset data revenue will

together deliver 90% of the total telecoms
revenue growth in the region in the
next 5 years
"Mobile voice and handset data revenue will together
deliver 90% of the total telecoms revenue growth in the
region in the next 5 years," the report said.
In predicting the growth of mobile data on the continent,
Analysys Mason is echoing a number of other analyst
reports in the past few months.
In February, Cisco released its "Global Mobile Data Traffic
Forecast Update, 20122017", which forecast the Middle
East and Africa (MEA) would experience the highest
mobile data traffic growth rates globally until 2017, with
growth of 77%.
In January, Pyramid Research predicted South Africa's
mobile data revenue would surpass $5 billion in 2018,
up from $2.8 billion in revenues in 2011, with the
company attributing the growth to LTE rollouts, network
investments and undersea cables.
"Mobile growth is coming in part from expanded
penetration of mobile services generally. Mobile
penetration of population was still below 80% in most
countries in SSA in 2013, with the exception of Ghana and
South Africa," said Analysys Mason.
"Mobile voice will continue to be the largest component
of the telecoms market through 2018, as new subscribers,
new market entrants and mobile termination rate (MTR)
reductions drive price competition and increased traffic."
The report, however, said mobile data revenue would grow
far faster than mobile voice revenue - at a five-year CAGR
of 19.6% compared with 4.7% for voice.
"Mobile handset data's share of total telecoms revenue

will almost double by 2018, reflecting the role of mobile
devices as the main internet access point for most users in
Africa."
This growth is underpinned by increased

penetration of smartphones in the region
This growth, the report said, is underpinned by increased

penetration of smartphones in the region, which will more
than double from 12% of handsets in 2013 to 26% in 2018.
Report co-author Alexandra Rehak said: "Underpenetration of fixed and mobile data services in SSA
represents a major growth opportunity for service
providers and other market players, as does the growing
demand for value-added digital economy offerings such as
mobile financial services. However, affordability, coverage
and effective regulatory and market structures remain
major challenges for successful telecoms development in
Africa."
This article has been published with kind permission
from www.ITWebAfrica.com
PROUD SILVER SPONSOR OF

18-20 November, Kigali, Rwanda
TEXTBOOKS - JOURNALS - REFERENCE PUBLICATIONS - E-RESOURCES
TEXTBOOKS AND REFERENCE BOOKS FROM ALL MAJOR

PUBLISHERS AND UNIVERSITY PRESSES.
In Busines
Business for over 30 years
Awarded sseveral contracts in
Africa an
and
nd the Middle East
Based
Ba
sed in USA,
Warehouses
Warehous
ses in USA and UK
Phone: (713) 779-2999

Fax: (713) 779-2992
E-mail: export@rpbs.com
P.O. Box 720728
Houston, TX 77272-USA
Innovation
Cafs at
Mbarara
University of
Science and
Technology
By Esther Nakkazi
Every last Thursday of the month, clinicians, engineers,
technologists and entrepreneurs, who are a mix of
students and academics gather for an informal talk to try
and find solutions for world global health problems whilst
sipping coffee and eating snacks.
The informal, relaxed setting and the critiques of each
other at the Innovation Caf at Mbarara University of
Science and Technology (MUST) is an extremely effective
way in developing technology innovations helping global
health challenges around the world.
The innovation cafs expose innovative minds to real
problems, said Dr. Data Santorino, a lecturer at MUST and
also country director for the Consortium for Affordable
Medical Technologies (CAMTech). It is this exposure that
forms the nidus for innovative thinking relevant to pinpoint
challenges faced by real people.
The innovation cafs expose
innovative minds to real problems
Since January 2013, when the innovations cafs were

started at Mbarara University, about 50 global health
challenges have been documented in a sand box. Some
have managed to get funding, totalling Ushs 1 billion
($380,000) for all said Dr.Data.
These include an electronically controlled suction pump,
a continuous positive airway press (CPAP), Smart Net (for
malaria control), Augmented Infant Resuscitator (AIR) and
the software program- Results Now.
They are housed at the co-creation laboratory and funded

by MUST, CAMTech and other partners. The laboratory
gives innovators exposure to clinicians and entrepreneurs
and offers technology support as well as basic materials
like timber, mortars and electronic devices to produce
functional prototypes.
One of the innovations at the laboratory is the Continuous
Positive Airway Pressure (CPAP) which is used to help
keep the lungs and airway open for a susceptible patient.
CPAP is used to treat neonates and infants with immature,
infected or injured lungs.
Ugandas neonatal mortality is 27 deaths per 1,000 live
births, this is Millennium Development Goal number 4.
CPAP is made of an airflow pump, with or without oxygen,
tubing to the patient, an interface with the patient and
tubing the PEEP (Positive End-Expiratory Pressure) valve.
the innovation is a CPAP PEEP which is generated by a
bubble PEEP system, making it simple and safe.
The aim was to provide a simple, safe and sustainable
devise that can be easily repaired in the field, helping
to reduce the millions of neonatal and infant deaths
due to respiratory distress says engineer Patrick Ssonko
the manager of the co-creation laboratory CAMTech at
Mbarara University.
Christine Nabbanja is a twenty-two year old, fourth year,
biomedical engineering student at Makerere University.
She is also part of a group of five innovators, for the
universal suction collection bottle at the MUST cocreation laboratory.
Suction machines are used in patient wards and operating

theatres to clear the airway, mouth or surgical site of
blood, saliva, vomit or other secretions by sucking material
through a catheter into a bottle.
In Ugandas health system, the problem is immense as
they represent at least 25 percent of all failed medical
equipment reported in hospitals and health care facilities
says Nabbanja.
Nabbanja says although the suction pump can be switched
off, the health workers tend to forget what clogs the
system which delays the job at hand, threatening the life
of the patient. So her team came up with a solution, to add
an automatic switch to the suction pump, so that when the
fluids reach a certain level, it automatically switches off.
Innovations raise the profile
of a University and are crucial to
solving Africas problems
Professor Fredrick Kayanja, the Vice Chancellor, Mbarara

University said the automated suction pump is a very
practical innovation which could change the way hospitals
function and how health workers work. It could also save
many lives.
He recognised that innovations raise the profile of a
University and are crucial to solving Africas problems
because the beneficiaries are all those who will be
patients at one time or another which is all of us at some
point.
The cafs usually begin with an introduction of an idea and
the rules of the game are spelt out. They are held at the
co-creation laboratory at Mbarara University of Science
and Technology. Between 30-40 people usually attend.
Lydia Asiimwe is the administrative manager of CAMTech
Mbarara University and coordinates the innovations lab
said challenges are the basis for innovation. We sieve
all the pitches and document only those that need a
technology solution.
At the caf, once an existing clinical challenge is presented,
it is critiqued and people suggest different solutions.
Self-motivated teams of 3-4 people are formed, consisting
of clinicians, engineers and or entrepreneurs or business
people.
If the refined idea is found to be viable, Asiimwe
encourages the group to document it in the form
of a concept at the co-creation lab with supporting
documentation and literature.
Ssonko helps the teams to visualise the concept and come

up with a prototype. We get a technology solution for
either a medical device or software, says Ssonko.
At his work Ssonko has observed a tremendous change
among clinicians and other innovators. I see people
presenting solutions to challenges and they show you what
they want the future to look like in global health.
Data says this is a very open process, which has helped
find technological solutions for global health problems.
However, sometimes the crowd makes you aware of a
solution to the problem so that you do not re-invent the
wheel, says Data.
Dr. David Bangsberg the Director at Mass General Hospital
(MGH) s Centre for Global Health says his dream for
Mbarara University is to see an ecosystem where an
innovator can take an idea, find the right expertise to
ideate it, test it, move it with small seed capital and scale
it with corporate sponsorship.
One of the elements of an Eco-system for you to
innovate is to solve a real problem. Innovation is not a one
person affair. As African innovators there is a lot we can
contribute to Global Health because we understand global
health problems better, says Data.
But Nabbanja is skeptical. With technology it is different.
When it is made in Uganda, even us Ugandan we do not
trust it. It is as if it should have the face of a white person
to be trusted.
About Esther Nakkazi

Esther Nakkazi is a freelance
science journalist. She
contributes to Scidev.
net as well as other local,
regional and international
publications around the
globe. She is a Knight Fellow
in Science Journalism at
the Institute of Technology/
Harvard '08 and was a
mentor in the peer-to-peer
mentoring science journalism
programmes (SjCOOP) of the
World Federation of Science
Journalists, from 2010 to 2013.
She is the founder of the Health
Journalists Network in Uganda
(HEJNU), www.hejnu.ug,
which aims to improve public
awareness of health issues in
Uganda.
Funding
scheme set
to empower
women
in ICT in
Africa
By Ignatius Ssuuna
[KIGALI] A project which was launched last year in Africa is
set to empower young women and girls in computer science
and help them become global leaders in information and
communication technology (ICT), experts say.
The project, called Seed Fund for Women + Girls in
Computer Science, is aimed at extending technological
entrepreneurship programmes and competition for young
girls and women below 20 years old to set up technological
enterprises, says Beth Garriott, a senior programme officer
at Women Enhancing Technology (WeTech), the consortium
managing the project.
The programmes second seed fund application was
opened in August 2014, according to the US-headquartered
Institute of International Education (IIE), which leads
WeTech.
Garriot says the first round of WeTech grants were
awarded to 17 projects in 11 African countries including
Cameroon, Ghana, Kenya, Liberia, Nigeria, Rwanda, South
Africa, Uganda and Zambia on 20 May, with each
receiving funding worth US$2,000 to US$20,000.
WeTech [supports] a growing movement

of innovative, women-focused technology
initiatives gathering momentum
across Africa.
Trish Tierney, Institute of International
Education (IIE)
WeTech has been supporting women and girls in computer
science to enhance their skills to boost technological and
economic growth, she adds.
Trish Tierney, the executive director of the IIE, tells SciDev.
Net: WeTech [supports] a growing movement of
innovative, women-focused technology initiatives gathering
momentum across Africa.
Tierney explains that by supporting and linking the leaders

behind this momentum, WeTech hopes to witness great
potential for impact, getting more women and girls into the
global technology industry.
Jean Philbert Nsengimana, Rwandas minister of youth and
ICT, says supporting young women who are into ICT will
help make them become job creators. He notes that Africa is
desperate to develop fast, and science is the way to achieve
the development.
Vanina Umutako, an educationist at the Gashora Girls
Academy, a science and technology model school in
Rwanda, says African scientists lack support to access better
training to makes them innovative, and that exposing girls
to ICT at an early stage is a welcome initiative.
Young girls at our school built an app during the
Technovation Challenge [in Rwanda] recently, adds
Umutako, noting that the contest aims at providing
an interactive platform to facilitate connection among
students from different schools. It helps them share their
understanding on different matters through easy and quick
discussion on topics taught in class using smartphones as
well as computers.
Umutako explains that training girls and women to become
innovative and helping them pursue ICT careers could help
reduce Africas high unemployment rate and transform the
continent.
Wilber Munyaneza, a Uganda-based ICT consultant, adds
that young women in Africa need support at all levels in the
use of ICT to attain sustainable growth.
This article has been produced by SciDev.Net's Sub-Saharan
Africa desk and is kindly reproduced under a Creative
Commons 3.0 licence. www.SciDev.Net
Essential reading for growing your business

54 country reports
30 people to watch
in politics, business & culture
2014
w w w.t hea f r ic a repo r t .c om
N 5 6 d e c e m b e r 2 013 - j a N u a r y 2 014
Double
issue
EBOLA
The world
nally wakes up
SOUTH AFRICA
Malema pushes
for Zuma arrest
the africa report
at
KENYA50
PAX AFRICANA
Fragile peace and
hot conicts face AU
KENYA AT 50 is a supplement
to THE AFRICA REPORT N56
Not to be sold separately
HISTORY | PEOPLE | POLITICS | ECONOMY | CULTURE
of a New East
w w w.t hea f r ic ar ep or t .c om
28-PAGE SPECIAL
N 5 7 f e b r u a r y 2 014
TOP
The promise
Africa in
MOSE KATUMBI
The reluctant politician
in Congos powerhouse
NIGERIA
PDP prays that the
opposition fall apart
MINING
End of
the Iron Age
N 6 4 o c t o b e r 2 014
9th EDITION
EXCLUSIVE
RANKING
Can Jonathan command Nigeria

beyond the Delta?
Gwede Mantashe plots ANC victory

in South Africa
Key business deals,
political forecasts and

strategic analysis
African companies
monthly n 56 december 2013 january 2014
GROUPE JEUNE AFRIQUE
INTERNATIONAL EDITION
CANADA & UK EDITION
Algeria 550 DA Angola 600 Kwanza Austria 4.90 Belgium 4.90 Canada 6.95 CAN$ Denmark 60 DK Ethiopia 75 Birr France 4.90
Germany 4.90 Ghana 7 GH Italy 4.90 Kenya 410 shillings Liberia $LD 300 Morocco 50 DH Netherlands 4.90 Nigeria 600 naira
Norway 60 NK Portugal 4.90 Sierra Leone LE 9,000 South Africa 30 rand (tax incl.) Spain 4.90 Switzerland 9.90 FS Tanzania
6,500 shillings Tunisia 8 DT Uganda 9,000 shillings UK 4.50 United States US$ 6.95 Zimbabwe US$ 4 CFA Countries 3,500 F CFA
PRINTED IN FRANCE
Corporate boom slows

Firms poised for global recovery
Finance, retail and agribusiness lead rally
NIGERIA
COTE DIVOIRE
Economic phoenix
rises from the ashes
UNITED STATES
Soldiers, spies
and summiteers
CONSTRUCTION
Lafarge and Dangote
battle for dominance
Game of Thrones
Double
issue
TOP
50
SPECIAL EDITION
N 6 3 a u g u s t- s e p t e m b e r 2 014
S E P T E M B E R 2 014 - w w w.t hea f r ic a repor t .c om
STOCK EXCHANGES REGiONAl ANAlySiS KEy DE AlS fACES Of fiNANCE STAR pERfORmERS iNNOvATiON
SOUTH AFRICA
NIGERIA
THOMAS PIKETTY
Tough times ahead warns
Mortgage nance to
Strong markets need
new nance minister
transform economy
strong governments
Africa bets
THE
Mehdi Joma Okwiri

Phuti Mahanyele
Jo-Ann Pohl
Oduor Sim Shagaya
on Africa
e
Botsalo Ntuan
Jack Nkusi Kayonga
Moctar El Hacen Maria Ivone Soares Sia Tolno
Igho Sanomi Ganzeer Joel Embiid Omar Victor Diop
Ismal Douiri
Isma
Amadou Thiam
Eric Mbom
a Rachel Mwan
Businesses and governments across Africa

seize the prot potential at home
za
Nelson Chamisa Lupita
RISING
200
BANKS
FINANCE
President Goodluck Jonathan has to tackle insurgents

and forge ahead with power reforms to win the 2015 elections
Nyongo
STARS
GroUPE jEUNE AFrIqUE
Algeia 550 DA Angla 600 Kwanza Austia 4.90 Belgium 4.90 Canada 6.95 CAN$ Denmak 60 DK Ethipia 75 Bi Fance 4.90
Gemany 4.90 Ghana 7 GH Italy 4.90 Kenya 410 shillings Libeia $LD 300 Mcc 50 DH Nethelands 4.90 Nigeia 600 naia
Nway 60 NK Ptugal 4.90 Siea Lene LE 9,000 Suth Afica 30 and (tax incl.) Spain 4.90 Switzeland 9.90 FS Tanzania
6,500 shillings Tunisia 8 DT Uganda 9,000 shillings UK 4.50 United States US$ 6.95 Zimbabwe US$ 4 CFA Cunties 3,500 F CFA
41
FRONTLINE
FINANCE
MIN THE
MIND
(FUNDING) GAP
ruction
Const Accra
in
to a
points ier
wealth ure
fut
JANE
HAHN
Finding money for transformative investment has

always been a struggle in Africa - but now banks
and governments are joining forces to mobilise
Africas own resources, and find long-term funds
By Nicholas Norbrook
CARL DE SOUZA/AFP
A
AFRICAN GOVERNMENTS ARE CRUCIAL
IN SOURCING DEVELOPMENT FINANCE
FOR INFRASTRUCTURE PROJECTS
frica has development challenges that require immediate attention, like roads,
housing and agriculture.
Glossy brochures in the
reception rooms of upmarket private
equity funds in the United States (US)
and Great Britain vaunt the upward trajectory of the continent, but these vital
sectors do not attract many financiers
from outside the continent, except for
a few backing self-con
lf
lf-con
tained projects
self-contained
such as high-end apartments, plantation agriculture for export and toll roads.
Local banks, despite the recent progress and pauses (see page 82), often
lack the asset bases to do the heavy
lifting associated with infrastructure.
They do not have
ha the long-term funds
needed to provide housing finance,
and they do not trust farmers or utility
companies to pay
pa them back.
This is changing, and banks in some
countries are now large enough to tackle
expensive projects. Wole Tinubu, chief
executive of Nigerias Oando used local
banks to finance about 50% of the $1.5bn
purchase of ConocoPhillipss
INVESTING
NG KEN
YA at
KEN
YA AT
to
50
RWANDA2012
ANDA2012
test
m
r
e
t
A
Firstin
anies
comp lation is
onal
popu
on.
ltinati
of mu erves, the ce provisi in
erest
rvi
ice
res
the int and gas ents to se m in off more
With
first ter build
ovem
as oil
ls
Ghan quick impr began his jobs and d hospita
an
ate
hama
cting
expe ident Ma plans to crees, schools
ith
th
idg
Pres
ck Sm
ary wi roads, br
Patri
and
Janu
re
a Wa
cra
in Ac
a
Ko tok
fro m
the
port ste ps
few attional Air
eco
rnat anas new
rna
tern
ter
cInte
of Gh er construAirface
y is unda is called a
nom
Marin
The are
tion. ts the new lusively
exc
hos
and it lls
staff and
almost
City
se ls eting the porate
port which sel
ds,, targ ouring corimposds,
ods
Mall, ed
goo
d go
ghb
an
importes of the nei jacent is g hosting ,
ldin nt Eni
tor
s.. Ad
errs.
visi
ters
ter
art
arte
gia
ed bui
collour Italian oil oil and gas
col
-co
headqu teltel-c
of
pas
jor
,
ces
ing
offi
ed a ma
the newhas
launch mme.
has la
gra
pro
which atio
n
tion
tion
explora
Doing Business in Africa
mm
By Ge
THE
AFR
ICA
REP
ORT
8
N 4
MAR
CH
50
THE
Not to AFRICAis a suppleme
be sold REPORT nt
separa N56
tely
HIST
ORY
| PEOP
LE |
POLIT
IC
S | EC
ON
OMY
| CU
LT
URE
The
of a Npromise
ew E
ast
Nairo
bi lo
oks to
its re
gion
and
acro
ss th
e Indi
an O
cean
2 013
Understand Africas tomorrow...today

SUBSCRIBE NOW!
Please contact: subscription@theafricareport.com
w w w. t h e a f r i c a re p o r t . co m
Difcom CC - Photo dillustration : Fotolia
US
Y FOCana
R
T
N
Gh
COU
18
AfricanBrains welcomes the following

Partners & Sponsors
Main Event Sponsor
Hewlett-Packard
Technology can create entirely new teaching and learning experiences. That is why HP, as a leading technology company,
is in a strong position to support education at universities and schools. IT is not only a subject in its own right; it is also an
essential tool for learning and teaching all other subjects.
But it takes more than just technology to raise test scores and inspire students. What really spurs progress is an
understanding of how to use technology to improve the quality of education. Through its Innovation in Education program,
HP is an active partner in the creation of new models of teaching and learning.
HP is not only investing into education specific technology and educational software but also promoting via the HP Catalyst
Initiative some of the most innovative student projects at secondary schools and universities in Europe, the Middle East and
Africa (EMEA). The focus is on science, technology, engineering and mathematics (STEM).
HP is supporting education communities such as www.hp.com/go/TeacherExperience for teachers or www.projectred.
org for anybody interested to learn about the key factors of successful implementation of technology in education. A
website dedicated to demonstrate how the technologies available in a digital learning environment can be the catalyst for
teaching and learning can be found at www.guide2digitallearning.com
www.hp.com/go/education
Diamond Session Partners
Bi-Bright
Bi-Bright is part of the Bi-silque group, the leading specialist manufacturer of visual communication products based in
Portugal. We supply to more than 60 countries in 5 continents and doing so for almost 40 years.
Our proven track record of innovation, quality and service has enabled us to become the chosen partner for many of the
worlds leading companies But what makes Bi-Bright different? Decades of experience in producing traditional whiteboards
and presentation products enables us to understand the use, application and demands of classroom environment. We have
taken that experience to create the total interactive solution for the modern teaching environment.
Our interactive solution includes Interactive Whiteboards and Touchscreen LCD, Tablets, Projectors and a full range of
resources. Our strategy has created a solution that is of the highest quality, accuracy and responsiveness; providing the
ultimate user friendly experience.
www.bibright.com
Google
Google in Education provides open technologies to improve learning for everyone, everywhere. Work, share, and learn
together with affordable devices and familiar platforms for schools, universities, or entire countries. Solutions include
programs to help schools and universities bring their users online, Google Apps for Education, Chromebooks, and a wide
range of content including apps, books, and videos for learning.
www.google.com/edu
Huawei
Huawei is a leading global ICT solutions provider. Through our dedication to customer-centric innovation and strong
partnerships, we have established end-to-end capabilities and strengths across the carrier networks, enterprise, consumer,
and cloud computing fields. We are committed to creating maximum value for telecom carriers, enterprises and consumers
by providing competitive ICT solutions and services. Our products and solutions have been deployed in over 140 countries,
serving more than one third of the worlds population.
Huaweis vision is to enrich life through communication. By leveraging our experience and expertise in the ICT sector, we
help bridge the digital divide by providing opportunities to enjoy broadband services, regardless of geographic location.
Contributing to the sustainable development of society, the economy, and the environment, Huawei creates green solutions
that enable customers to reduce power consumption, carbon emissions, and resource costs.
www.huawei.com
IBM
IBM is a globally integrated technology and consulting company headquartered in Armonk, New York. With operations in
more than 170 countries, IBM attracts and retains some of the worlds most talented people to help solve problems and
provide an edge for businesses, governments and non-profits. Innovation is at the core of IBMs strategy. The company
develops and sells software and systems hardware and a broad range of infrastructure, cloud and consulting services.
Today, IBM is focused on four growth initiatives - business analytics, cloud computing, growth markets and Smarter Planet.
IBMers are working with customers around the world to apply the companys business consulting, technology and R&D
expertise to build systems that enable dynamic and efficient organizations, better transportation, safer food, cleaner water
and healthier populations.
www.ibm.com
Microsoft
Microsofts mission in education is to help every student and educator around the world realize their full potential. At
Microsoft, we are deeply committed to working with governments, communities, schools, and educators to use the power
of information technology to deliver technology, services, and programs that provide anytime, anywhere learning for all.
We believe an educated population is the one natural resource that increases in value as it increases in size.
Founded in 1975, Microsoft is the worldwide leader in software, services and solutions that help people and businesses
realize their full potential. The company offers a wide range of products and services designed to empower people through
great software - any time, any place and on any device.
www.microsoft.com/education
Oracle
Oracle (NASDAQ: ORCL) engineers hardware and software to work together in the cloud and in your data center. With
more than 390,000 customers including 100 of the Fortune 100 in more than 145 countries around the globe,
Oracle is the only vendor able to offer a complete technology stack in which every layer is engineered to work together as
a single system. Oracles industry-leading cloud-based and on-premises solutions give customers complete deployment
flexibility and unmatched benefits including unbreakable security, high availability, scalability, energy efficiency, powerful
performance, and low total cost of ownership.
www.oracle.com
Positivo BGH
PBG Rwanda Limited is a diversified ICT and home appliances company, focused on improving peoples lives through
meaningful innovation in the areas of Consumer Lifestyle and Education. Our Mission is to bring innovation to people,
anywhere, by creating and delivering reliable and ease of use technology products, for communication, comfort at home,
and human knowledge development. The company is the result of the joint venture between two leaders in such areas in
Latin America; Positivo Informtica from Brazil and BGH from Argentina.
Recently established in Kigali, Rwanda, and proudly African, PBG Rwanda Limited will manufacture and distribute in Africa ICT
and home appliances products and services, including PCs and other consumer electronics products for education and comfort
purposes, investing in human capital development, transferring know how through its world class management team.
www.positivobgh.com.ar
Gold Partners
Autodesk
The challenges of today will be solved by the designers of tomorrow. Thats why Autodesk, a world leader in 3D design,
engineering, and entertainment software for manufacturing, building, construction and media & entertainment, gives
students, educators, and educational institutions FREE access to our full-version, professional design software, creativity
apps, and learning resources. A market leader for more than 30 years, Autodesk offers the broadest and deepest portfolio
of products in the design world.
Educational licenses with stand-alone, network and multi-seat stand-alone options, for deploying in the school, or installing
on students and teachers home computers; As students use design to solve problems they discover potential careers and
master professional workflows to do more and work faster; Educators learn and teach their wayby tutorial, project, or
community with resources and expert networks to enable quick success and deeper skills development; Students can take
their skills to the next level, show off their talents, and build a portfolio by entering Autodesk-sponsored competitions.
Autodesk Certification and the Education Expert Network help students validate skills, build experience, and boost resumes.
www.autodesk.com/education
Brother
For more than a century, Brother has won recognition as a brand synonymous with delivering product innovation and
customer satisfaction. A Japanese company founded in 1908, Brother has 19 production facilities and 43 sales companies
operating in 41 countries in different regions today. Brother is now a leading brand that produces quality innovative
products for the print and imaging, labelling and sewing markets. Key products include laser printers, Multi-Function
Centres (MFCs), fax machines, labellers, label printers, and a wide range of home and industrial sewing machines.
A trusted brand worldwide that believes in the Customer First approach in all aspects of our business, Brother has
continuously met the varied needs of our customers through our comprehensive range of quality solutions.
BROTHER INTERNATIONAL (GULF) FZE is a subsidiary of Brother Industries, Ltd., one of the global leaders in the
development and manufacturing of technologies in the printing, communication and digital imaging industries for homes,
SOHOs and enterprises. The companys headquarters for Middle East, Africa and Turkey, with fully integrated sales,
marketing and services capabilities, is located at the Jebel Ali Free Zone in Dubai. BROTHER INTERNATIONAL (GULF) FZE
has authorized distributors across the MENA region, including Africa and Turkey.
www.brother.ae
eLearning Solutions
eLearning Solutions plans, designs, deploys and manages sustainable ICT based learning solutions. Our mission is to build
the next generation high impact, technology-driven solutions that support teachers and engage learners closing the 21st
century curriculum and pedagogy gaps.
Training, Workshops & Consulting: 21st Century Skills Workshops for ICT Teachers; professional development for school
leaders; digital literacy & entrepreneurship training; ICT in education policy development for schools, clusters and districts;
ICT project management, monitoring & evaluation; education performance excellence program; consulting in digital
learning implementation and adoption.
Infrastructure (Software, Hardware & Facilities): ICT facilities supply; classmate PC; notebook PC; education appliances;
upgrading school infrastructure; system maintenance and technical support; provision of end-to-end digital learning
solutions; mobile carts with charging kits.
Digital Curriculum Content: Digitization of print material; authoring and development of e-content; customization of curriculum
materials; design and development of e-newsletters and websites; assessment centres; copy editing & proofreading.
www.elearning.co.zw
Festo Didactic
We are global leaders both in innovative industrial automation, and in technical education that is hands-on, inspiring and
industry-relevant. Festo was founded in 1925, has a presence in over 250 countries, and invests strongly in research and
training. Festo Didactic is the educational division, and has been active in Southern Africa for 40 years. Where there is
industry, there is Festo.
Festo Didactic delivers training for productivity through seminars for industry, and training for employability by bringing
cutting-edge industrial technology into the engineering classrooms of the world, building the core skills for successful
industrialisation.
Festo Didactic supplies: training panels for vocational institutes; technology workstations for polytechnics; learning
factories for universities; textbooks, simulation software and e-learning; train-the-trainer. Festo Didactic consults in:
matching curricula to industry; lab design; market survey and Implementation. Festo Didactic is a Global Partner for the
WorldSkills International competitions in mechatronics and mobile robotics.
www.festo-didactic.com
Integrated Technology
Group
From its beginning ITG (Integrated Technology Group) was fortunate to be established and led by a few visionaries that
created principles to building a dynamic, innovative and technology driven group of companies. 25 years of carrying on the
main principles and hard work, ITG is proud of seeing our clients as partners of success as together we were able to build
these achievements.
Educational Solutions: EduWave e-Learning & Educational Management Platform and e-Content Development.
Government/Enterprise Solutions: WaveGRP Government Resource Planning; WaveERP, Enterprise Resource Planning;
WaveDMS Document Management System.
With headquarter in Jordan, ITGs network of strategic partners nowadays cover more than 21 countries worldwide
in Europe, the Middle East, Asia, and Africa. The Exceptional demand on our solutions made the strategic decision of
investing and creating new branches in certain countries simple; ITG-America, ITG-Asia, and recently ITG-Saudi were
established then.
www.itgsolutions.com
Intel Corporation
Intels products and technologies are at the heart of computing solutions that have become essential parts of businesses,
homes and schools around the world; and are being used to tackle some of the worlds most complex problems in areas
that include education, healthcare, economic development, and environmental sustainability.
Intels focus in not solely on the products it delivers. From primary schools to leading universities, Intel is committed to
improving the quality of education around the world. Over the past decade alone Intel has invested over USD 1 billion
and Intel employees have donated over 2.5 million hours in the last 10 years toward improving education in more than 50
countries.
Intels model for education transformation combines advocacy for policy reform, curriculum standards and assessment,
sustained professional development, information and communications technology, and support of research and evaluation.
We collaborate with governments, policy makers, and local vendors to make this model viable worldwide.
www.intel.com/edusolutions
John Wiley & Sons
Wiley is a global provider of content-enabled solutions that improve outcomes in research, education, and professional
practice. Our core businesses produce scientific, technical, medical, and scholarly journals, reference works, books,
database services, and advertising; professional books, subscription products, certification and training services and
online applications; and education content and services including integrated online teaching and learning resources for
undergraduate and graduate students and lifelong learners.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of information and understanding for more than 200
years, helping people around the world meet their needs and fulfil their aspirations. Wiley and its acquired companies have
published the works of more than 450 Nobel laureates in all categories: Literature, Economics, Physiology or Medicine,
Physics, Chemistry, and Peace. Wileys global headquarters are located in Hoboken, New Jersey, with operations in the
U.S., Europe, Asia, Canada, and Australia.
www.wiley.com
JS Group
Operating in the UK and Africa, the JS Group meets the information and technology needs of the higher education sector.
Our business consists of three main groups, John Smiths, Aspire and JS International.
John Smiths run campus student stores in the UK supplying everything a student could need to support their studies.
Aspire is a smartcard technology solution that universities and sponsors use for the cashless distribution of book
allowances and other financial awards. JS International is a business that operates in Africa running some of the largest,
world-class campus bookshops on the continent. JS International works with a number of universities in Botswana, Ghana,
Lesotho and Swaziland.
Our partner company, Kortext, is a leading eBook platform which is dedicated to providing students 24/7 access to their
eTextbooks. With the ability to download content on 5 separate devices, Kortext really is able to provide students access to
their books anywhere and anytime.
www.johnsmithgroup.com
Lenovo
At Lenovo, our vision is that Lenovo will create personal devices more people are inspired to own, a culture more people
aspire to join and an enduring, trusted business that is well respected around the world. This vision guides us in pursuit of
our mission to become one of the worlds great personal technology companies.
We will accomplish this through: Personal Computers - Lead in PCs and be respected for our product innovation and
quality; Convergence - Lead the industry with an ecosystem of devices, services, applications and content for people to
seamlessly connect to people and web content; Culture - Become recognized as one of the best, most trusted and most
well-respected companies to work for and do business with.
www.lenovo.com
Promethean
Prometheans roots began in education. Over the years we have grown into a leading education solutions provider, guiding and
supporting forward-thinking institutions around the world in an effort to increase achievement among teachers and students
alike. Promethean passionately believes in transforming learning environments through the use of innovative classroom
technology that motivates learning and improves student achievement. Our technology solutions produce a seamless interaction
between teachers, students and the connected classroom.
Because learning never ends, neither does the need to inspire and be inspired in classrooms, training rooms, conference rooms
and beyond. This core belief led us to the decision to expand our integrated, interactive offerings outside of the classroom and
into the business and government sectors. Our range of solutions includes Activboard leading interactive whiteboard solution,
learning response systems such as ActivExpression2 and ActiVote or the award winning software ActivInspire.
Promethean proudly maintains the worlds largest online community of educators on a dedicated website: PrometheanPlanet.
com. At Promethean Planet, you will discover an active community, buzzing with inspiration, ideas and support, as well as a
warehouse of premium and free resourcesincluding interactive lessons, educator forums and training courses.
www.prometheanworld.com
Teachers Media
International (TMI)
Teachers Media International is a global provider of multi-media professional development and accredited training
services, whose aims are to ensure teachers and educators around the world, are trained, inspired and supported to be the
very best. Our approach is based on developing reflective practitioners and encouraging professional development that
is collaborative and focused upon real school practice. This approach is vital to sustainable improvement in teaching and
learning.
Leading the way in education, TMI supports governments, school leaders, and educators with a range of scalable and
sustainable professional development training services, providing 24/7 connectivity, learning support and customised
resources. Our products and services are based on a mixture of workshops, accredited courses and an online community
learning platform service, customisable to the needs of the country/region.
Research shows that teachers and educators are very likely to transform their practice if provided the opportunity to experience
alternative strategies in a real classroom setting. That is why broadcast-quality video is at the heart of our services.
www.teachersmedia.co
Vodacom
Vodacom Business Africa - Africas largest pan-African Service Provider.

An enterprise focused ICT subsidiary of the Vodacom Group. Vodacom Business Africa offers total connectivity services to
multinational organisations operating across Africa and the world, supported by industry experts on the ground in over 16
countries and offering a dedicated 24/7 customer service operations centre to ensure our customers get visibility of their
operations from anywhere on the globe.
www.vodacom.com/Africa
Silver Partners
Acer
Established in 1976, Acer is an information and communication technology company dedicated to the research, design,
marketing, sale and support of innovative products that enhance people's lives. Acer's green supply chain delivers
environmentally friendly PCs, displays, projectors, servers, tablets and smartphones tools our customers need to
explore beyond limits and experience more. Acer employs 7,400 people and ranks No. 4 for total PCs globally (IDC 2013).
Estimated revenues for 2013 reached US$12.03 billion.
www.acer.com
Cambridge University Press
Cambridge University Presss mission is to further through publication and printing the Universitys objective of advancing
learning, knowledge and research worldwide. This mission is achieved by producing academic books, educational software
and textbooks, monographs, reference works, English Language Teaching materials, electronic publishing, Bibles and
prayer books and over 300 academic journals.
Cambridge University Press is a leading educational publisher, publishing high-quality, curriculum-based books, software
and digital resources for international, primary and secondary schools worldwide. Cambridge is a market-leading publisher
for Cambridge International Examinations (CIE) Checkpoint, Cambridge IGCSE and A Level qualifications, as well as a
global publisher in IB Diploma resources.
The African Branch of Cambridge University Press, based in Cape Town, is responsible for all countries in sub-Saharan
Africa. In addition to its marketing responsibilities, the Branch is pursuing a wide range of publishing activities in East,
West, Central and Southern Africa, the main thrust of which is aimed at the school market.
http://education.cambridge.org
Cengage Learning
Cengage Learning is a leading educational content, technology, and services company for the higher education and K-12,
professional and library markets worldwide. The company provides superior content, personalized services and coursedriven digital solutions that accelerate student engagement and transform the learning experience.
Cengage Learning is engaged with Students we are putting students first in the development of educational materials
and are transforming the learning process to help you succeed; Educators Engaging your students means to advance,
challenge and inspire them in the classroom and beyond. By working together to develop solutions with the enduser in
mind, and supporting your efforts with unparalleled services and support, we can help you cultivate engaged learners,
resulting in better outcomes; Librarians You are curators of authoritative material, and together, with our content and
digital tools, we can help you to engage your users with the treasures of the library; Employees We are dedicated to
improving engagement, and that begins by engaging our people. We learn as a team. Together we help others learn.
www.cengage.co.uk
Eagle Scientific
Eagle Scientific are international project contractors, offering consultancy, vocational training, equipment supply and
technical support. We have clients in both the public and private sectors, including the World Bank, ADB, Crown Agents,
and various UN agencies. We are a leading supplier of medical, research, educational, and vocational training equipment,
with more than 30 years experience throughout the African continent.
As well as providing equipment, we have significant experience in the management of turnkey projects, from inception
to installation, and on-going technical support. This includes: Consultancy; Facility design; Equipment procurement;
Installation and commissioning; Training of facility staff, to internationally recognized standards.
Due to established relationships with leading UK academic institutions, we can also help with the development of
curriculums and courseware material. Recent examples of projects include: 2010 - Communications training laboratories,
Algeria. Value $11,200,000; 2011 - Supply of medical equipment, Ghana. Value $2,200,000; 2014 - Oil and gas training
workshops, Nigeria. Value $2,800,000.
www.eagle-scientific.co.uk
Edutel Technologies Private

Limited
Edutel Technologies Private Limited is a Bangalore (India) based E-Content Development Company with a drive to
create knowledge community of students. The firm creates immersive, interactive and real time learning experiences to
disadvantaged students with the use of digital learning channels.
Over the years EDUTEL have innovated, developed and successfully implemented various technology platforms and student
centric learning methodologies. EDUTEL has a network of top faculty all across India to mentor thousands of rural and
urban poor learners via satellite medium.
Learning insight
Through Econtent Development Services EDUTEL produces multimedia learning content for various academic and skill
development programs. Scientifically developed content incorporates knowledge from multiple educators and transfers to
needy learners.
A unique Learning Management System developed by EDUTEL integrates individualised learning and peer learning
models to evolve learning beyond classroom by adding the essence of hands-on experiential learning, new educational
philosophies, and new ways to address distinct learning styles. Edutel is working for urban poor children with support from
Michael & Susan Dell Foundation (MSDF).
www.edutel.in
Elsevier
Elsevier is a world-leading provider of information solutions that enhance the performance of science, health, and
technology professionals, empowering them to make better decisions, deliver better care, and sometimes make groundbreaking discoveries that advance the boundaries of knowledge and human progress. Elsevier provides web-based, digital
solutions among them ScienceDirect, Scopus, Elsevier Research Intelligence and ClinicalKey and publishes nearly
2,200 journals, including The Lancet and Cell, and over 26,000 book titles, including a number of iconic reference works.
The company is part of Reed Elsevier Group PLC, a world leading provider of professional information solutions in the
Science, Medical, Legal and Risk and Business sectors, which is jointly owned by Reed Elsevier PLC and Reed Elsevier
NV. The ticker symbols are REN (Euronext Amsterdam), REL (London Stock Exchange), RUK and ENL (New York Stock
Exchange).
www.elsevier.com
Gumbi Software
Redefining Education
Gumbi is a national award winning company for its contributions in technology assisted education to rural masses.
Currently Gumbis programs reach an estimated 500,000 learners every year. It is partnered with various departments in
Government of India, Indian Institute of Management, Bangalore (IIMB), National Skill Development Corporation (NSDC),
Electronics Corporation of India Limited (ECIL), National Small Industries Corp (NSIC).
Satellite & Advanced Multimedia Education (SAME) is a holistic future ready education platform pioneered by Gumbi.
SAME is an interactive remote learning platform which uses Hybrid Satellite and Internet Technology to enable real time
two-way audio, video interactions between experts teaching from broadcasting studio and thousands of students in the
connected learning centres. SAME supports Individualised learning and Peer learning for acquiring knowledge beyond
classroom using mobile devices.
Hybrid model is a cost effective alternative to similar Tele Education technologies. As the quality is not affected by barriers
of location and is grid independent, it is ideal in rural schools. SAME is tremendously successful in rural schools of India
and can be replicated in Sub Saharan countries which have similar needs.
www.gumbisoftware.com
ICDL Africa
Africa
ICDL Africa manages the leading international end-user computer skills certification, ICDL, in Africa. Over 13 million
people have engaged with ICDL, in 41 languages, across 150 countries, through a network of over 24,000 test centres.
ICDL Africa is seeking reputable secondary schools, universities, commercial training organisations and government
institutions to deliver ICDL across Africa. Candidates choose the modules most relevant to them to build their unique ICDL
Profile upskilling and reskilling over time as desired. Modules available include Online Collaboration, IT Security, and Word
Processing. Visit our stand for more info / a demo of our products.
www.icdlafrica.org
IDvelop
Global Educational Solutions for Africa - We are an independent education solution integrator and project management
company. We have had a love for and an experience of the African continent for over a decade. We believe in teachers
development, the use of technology in a sensible manner, curriculum, Science-Technology-Maths (STEM) education,
knowledge transfer & sustainability. Most of all, we believe that no educational problem is ever the same. We work with
you to understand your educational issues and find a solution. This includes assistance in obtaining financing and working
together with local partners on the project management until local partners can take over. We are result driven as a private
company. We are your backup and together we make sure that you have all the tools to run the project in the future.
www.idvelop.fr
JP Inspiring Knowledge
Founded in March 1989, JP - inspiring knowledge is dedicated to the design, development and distribution of Technological
Solutions, and leader of a global reference initiative pioneering ICT-based Education. JP - inspiring knowledge
manufactures high-quality computer equipment, like the leading brands mymaga, mgseries and Tsunami, and strives for
the strength, competitiveness, innovation and quality of their products.
Mission: To deliver purpose-built solutions for education through ICT products and services that foster human
development. At JP-inspiring knowledge we build custom products and services that are specific to each educational
context and have developed a network of key global players with vast experience in ICT and Education. We are working to
bridge the digital divide in Education between and within countries, allowing each country to provide equal access to the
best available pedagogical tools. It is our objective to assure that children develop successfully and leapfrog into the new
global society.
Achievements: Based on existing agreements and projects running, JP - inspiring knowledge is the world largest OEM
deploying Intel Classmate student devices. We are currently operating in more than 70 countries directly or through
partners, and have delivered over 7 million student devices worldwide.
www.mymagalhaes.com
LectorSA
A Leader in the field of Researching and Developing cutting-edge Reading Intervention. An International company based
in South Africa. Our subsidiary research and development company Ecoltech specializes in generating timeous solutions
for future challenges and demands in the marketplace. We deliver first-to-market products and solutions grounded on
scientific facts. We create timeous innovative solutions compiled as smart strategic modules to supply in essential current
and future educational demands since 1992.
In our quest for perfection we partner with world-class educators to produce innovative technology, meeting educational
challenges with our precision developed solutions. We have made it our passion to research, understand and measure how
the reading, education and knowledge demands are shifting globally. We love our business and pursue with enthusiasm
and commitment. We engage with smart and lean teams. Our team is energetic, talented, motivated and productive. We
are Solutioneers.
Lab-on-Line (a Cloud-hosted LectorSA solution) is proven to raise reading levels, accelerate cognition, increase visual- and
language skills and develop reading strategies and learning abilities for its users within 10 - 20 lessons. These advances
correlates with improved academic performance.
www.lectorsa.com
Lucas-Nlle GmbH
Committed to technology and quality. For now 40 years, Lucas-Nlle has been developing and producing sophisticated
high-quality training systems in Kerpen/Germany.
These systems cover the whole field of electrical engineering including: Power Engineering/Renewable Energies;
Automotive Technology; Electrical Machines and Drives; Refrigeration System Technology; Automation Technology;
Electrical Installation Technology; Lab Systems.
Lucas-Nlle training systems are deployed throughout the world where they are seen as the benchmark for quality,
efficiency and technology. We are able to provide turn-key solutions including curricula, lab-world layout, installation and
training. Ensuring a successful future. Lucas-Nlle GmbH has devoted itself to this challenge. Working within a German
tradition of demanding vocational training and engineering schooling, we have been developing and manufacturing
training equipment and systems for key technologies.
www.lucas-nuelle.com
Maravest Group Schooling

for the future
Maravest is a private education company invested in pre-primary, primary and high schools. We have a footprint in Africa
and Australasia. Maravest educates children with the aim to impact the future through expanding our reach from our
existing schools. We can achieve this by effectively equipping our children with a skill set for the ever changing world of
tomorrow. This skill set focuses on the academic disciplines of science, technology, engineering and mathematics (STEM),
currently receiving global focus.
Maravest has developed a collaborative STEM model, integrating companies, tertiary education institutions and
independent schools for STEM schooling. The Maravest Groups mission in STEM schooling is to close the skills gap
between industry requirements and what higher education institutions deliver, whilst transforming the lives of tens of
thousands of talented young people from Africa.
STEM education advances an interdisciplinary model of teaching and learning that produces a set of critical thinking and
problem solving skills applicable to practically all fields of intellectual and professional enterprise. In short, the STEM
education movement seeks to prepare students for the challenges of the 21st century.
www.maravest.co.za
Moran (E.A.) Publishers

Limited
Moran (E.A.) Publishers Limited is a vibrant publishing company whose operations and philosophy aim at adding value to
both school and general publishing, Moran (E.A.) Publishers Limited has established itself as East Africas most respected
publisher. We have extended our publishing activities and spread our market coverage. The company has a vibrant and
robust staff, led by a management team comprised of leaders with diverse backgrounds and experience that has made the
company become an industry leader.
We are recognized for setting standards in: Design, production, printing and distribution; Quality content; Selection and
nurturing of authors; Meeting our customers expectations.
In addition to production and distribution of our own imprints, Moran (E.A.) Publishers Limited provides a wide range
of services such as distribution, fulfillment and content digitization among others to third party publishers. All our
publications are listed extensively in our catalogues, price lists and on our website.
www.moranpublishers.com
Oxford University Press

Southern Africa
Oxford University Press Southern Africa is an educational publisher. We are committed to the growth of South Africa and
its people through the provision of excellent educational materials and support.
We strive to develop and deliver quality educational materials and support, based on the demands of learners, students,
teachers and lecturers in Southern Africa. We share the mission of Oxford University to bring excellence in education,
scholarship and research to people around the world.
Oxford is one of the leading educational publishers in South Africa, producing a wide range of quality curriculum-compliant
educational material. Oxford has more than 2,700 locally-published books in 11 languages, written by close to 1,000 South
African authors.
Our range includes: School textbooks from Grade R to Grade 12; Higher Education textbooks for undergraduate and
postgraduate students; General literature titles including prescription literature; Resources like dictionaries, atlases and
reading schemes.
www.oxford.co.za
Pearson
Pearson is the worlds leading learning company and forms part of the global education and media group that includes
Longman and the Financial Times. We partner with governments and institutions to create innovative solutions to improve
learner achievement and institutional effectiveness. Pearson supports learning from the time a child enters school and
throughout his or her educational journey. We create and connect content, technology, assessment and services to offer
unique learning solutions. We deliver services that can help schools and academic institutions achieve their goals. Weve
acted as consultants to governments and institutions on education, professional development and curriculum redesign.
For more than a decade, we have worked with educators and learners to track learning gains and we hold ourselves
accountable for not just the products we make, but also for the results we deliver.
Our depth and breadth of experience in education and our commitment to learning sets us apart. Every day, 40,000
Pearson employees in 80 countries strive to bring better, more personalised learning experiences to our customers.
www.pearson.com
PHYWE Systeme GmbH
For 100 years PHYWE has been developing, producing, supplying and installing scientific equipment, complete experiments
and curriculum compliant solution systems for science education and scientific research at schools and universities.
Modern e-Learning systems, software and a broad spectrum of services including training courses, on-site installation and
comprehensive pre-sales consulting complete our offering.
Our competence, quality and reliability made in Germany has enabled us to become one of the world leading
companies for the supply of training and educational equipment for the teaching of Physics, Chemistry, Biology and
Applied Sciences. More than 145,000 customers in over 95 countries (including those in Africa for over 30 years) value
our experience and products. PHYWE is your sought-after partner for schools, colleges, universities, private institutes,
museums and research institutions worldwide.
A member of the Lucas-Nlle Group of companies and together with more than 60 PHYWE authorised International Sales
Partners (ISP), we offer you individually tailored solutions from a single source.
www.phywe.com
Research Periodicals &

Book Services (RPBS)
Research Periodicals & Book Services (RPBS) USA is a leading supplier of educational material including scientific and
technical publications such as journals, reference books, textbooks and e-resources. We work with major publishers,
university presses and societies from around the world to supply your library with all the publications you need.
www.rpbs.com
Samsung Education in
Africa
Samsung knows that to be sustainable in Africa it needs to invest in African thought-leadership and ensure the
development of a large pool of skilled resources. The company believes the best possible way to do this is by connecting
its legacy of innovation with its desire to improve lives, and its business goals on the continent. Its education strategy is
focused on skills development, rural access and connectivity, and bringing the best possible technology into the classroom
environment for both privileged and underprivileged schools.
In addition, the company knows that a childs health is closely tied to the ability to learn at full potential, so it is also
invested in improving healthcare and developing programs that speak to the broader basic needs of communities. So far,
the company has developed the following unique solutions to cater to these issues: Samsung Electronics Engineering
Academies, Solar Powered Internet School, Solar Power Generator, Solar Powered Health Centre, Tele-Medicine Centre,
eLearning Centres, and Smart School Solutions.
www.samsung.com/africa_en
Texas Instruments DLP
Since 1996, award-winning DLP technology from Texas Instruments has powered the worlds top display devices to deliver
high resolution images rich with color, contrast, clarity and brightness for a wide range of applications, including industrial,
automotive, medical and interactive displays. DLP technology is being used in movie theaters (DLP Cinema) and largescale, professional venues and conference rooms, classrooms and home theaters. With mobile devices enabled by DLP Pico
technology, users have the ability to display images from the palm of their hand. Every DLP chipset features an array of
microscopic mirrors that switch on and off up to ten thousand times per second. To learn more, please visit our website or
follow TIs DLP technology on Twitter @TI_DLP
www.dlp.com
Time Quantum
Our Ecosystem: Proudly South African company established more than 20yrs ago; 51 % Black majority Owned & Managed;
and further 49 % women owned; BBBEE Level 2 Accredited contributor; Our staff complement is currently 160, majority
are professionals deployed in projects in the continent; Our Revenue is in excess of R120,000,000 million p/a; Our footprint
in Africa spreads across, Ghana, Kenya, Nigeria, Lesotho, Mozambique, Botswana etc; MICT SETA Accredited; 4 Business
Units: CONSULTING, APM & IDM, BANKING, SQA & TRAINING.
Our Services & Solutions: Programme & Project Management; Change & Strategy Management; Business Process
Management; Specialists IT & Executive Management Resourcing; Systems Integration and Development; ICT Strategy,
Governance, Policies and Procedures; IT Security Solutions; Virtual & Application Performance Monitoring; Software Test
Engineering (Quality Assurance); Training-Corporate Dynamics (Business Architecture, Enterprise Architecture, Business
Analysis, Software Testing, Behavioural Skills & other Soft Skills); Banking Software Solutions.
Our Clients: We provide our services & solutions to Public and Private sector clients across most key economic industries,
Health, Education, Financial Services, Retail, Insurance. Our Partners: Oracle, Dell/Quest, Samsung, Microsoft, Compuwar,
SolarWinds, Riverbed, Smart Integration Au.
www.timequantum.co.za
UC-Wireless
UC-Wireless is the distributor of Spk; Spectralink; Omnitronics & Sagittar products and is the Premium Top Dog Partner
of Ruckus Wireless Enterprise Wi-Fi. All these products are certified, integrated & operate seamlessly delivering complete
UC (Unified Communication) wirelessly. Vertical markets relying on these solutions include Education; Healthcare;
Emergency Services; Hospitality; Casino & Gaming; Mining and Industrial to name a few.
Ruckus and DisplayNote are being successfully implemented in the Education Sector, among others. Ruckus claim to fame
is their patented Smart Wi-Fi technology which enables us to deliver longer range and more reliable Wi-Fi connections to
client devices.
DisplayNote, a powerful Educator/Presenter - Learner/Audience collaboration solution allows presentation content to be
displayed (in real-time) on all tablets & PCs participating over the Wi-Fi in an active lesson with the cloud version option to
facilitate distance learning (with the use of the Internet).
www.uc-wireless.com
Branded Partners
BenQ Corporation
Founded on the corporate vision of Bringing Enjoyment N Quality to Life, BenQ Corporation is a world-leading human
technology and solutions provider aiming to elevate and enrich every aspect of consumers lives. To realize this vision,
the company focuses on the aspects that matter most to people today lifestyle, business, healthcare and education
with the hope of providing people with the means to live better, increase efficiency, feel healthier and enhance learning.
Such means include a delightful broad portfolio of people-driven products and embedded technologies spanning digital
projectors, monitors, interactive large-format displays, audio products, cloud consumer products, mobile communications
and lifestyle lighting. Because it matters.
www.benq.com
Ellucian
Ellucian provides innovative software and services to help education institutions thrive in an open and dynamic world.
We deliver a broad portfolio of technology solutions, developed in collaboration with a global education community, and
provide strategic guidance to help education institutions of all kinds navigate change, achieve greater transparency, and
drive efficiencies. More than 2,400 institutions in 40 countries around the world look to Ellucian for the ideas and insights
that will move education forward, helping people everywhere discover their futures through learning.
www.ellucian.com
LEGO Education
LEGO Education delivers a hands-on learning system to preschools, schools and afterschool programs. Our portfolio
inspires interest in Science, Technology, Engineering, Computer Science, Math and the Humanities. Based on the worldfamous LEGO brick, the company provides experiences and teaching materials for children in more than 130 countries.
Educational solutions from LEGO Education are based on a problem-solving approach. They help students learn to work
together on solving challenging problems, providing them with an important basis for lifelong learning. When children use
LEGO, three separate parts of the learning process are stimulated logic, creativity, and imagination. By providing the best
digital and physical resources for hands-on and creative learning experiences, LEGO Education believes that teachers and
students will experience a new way to learn that is more effective, engaging and motivating. Furthermore, the students
will be provided with skills that match the challenges of the world today.
With all of the above in place, LEGO Education is able to make a promise to educators to deliver an inspirational way to
teach.
www.education.lego.com
Official 4G Partners
Broadband Systems
Corporation (BSC)
BSC looks to position itself as an Internet Service Provider whose focus is to empower the Government and private sector
to achieve their goals efficiently by providing quality connectivity and value added services.
Value Proposition: Connectivity and Value added services to boost e-government service delivery, promote inter agencies
e-collaboration and contribute to cost savings; Cross-border network services to overcome landlocked communication
barriers
Business Structure: BSC will provide services categorized into two groups: Connectivity and Value-Added Services;
1. Connectivity Services - Internet and Regional Connectivity for Government & Corporate Internet Capacity for ISPs;
2. Value Added Services - Office Collaboration services for Government and Corporate ICT Services for Events.
Expanding possibilities: Expanding your Possibilities - It is the golden thread that sews together our innovations. It is a
clear manifestation that Broadband Systems Corporation opens up your chances to explore, grow, have fun, and to achieve
your dreams.
www.bsc.rw
olleh Rwanda networks
In June 2013, the Government of Rwanda and kt got into a Public Private Partnership (PPP) to install and activate a wideranging high-speed broadband network and also lead the extension of the nations online services capability, which are
essential to achieve Rwandas goals in the ICT sector. oRn was established to deliver universal broadband access based
on world-class 4G LTE technology on top of Rwandas national Fiber optic infrastructure and manage the fixed-mobile
converged infrastructure as the wholesale provider of high-speed mobile broadband, covering 95% of the population
within 4 years.?
oRn is the only 4G LTE infrastructure company in Rwanda, jointly invested by the Government of Rwanda and kt exclusively
for wholesale provision of universal mobile broadband network in Rwanda using 4G LTE technology. The wholesale
network service for mobile broadband will help to promote healthy competition for advanced retail services and solutions,
and will benefit consumers, enterprises and the nation in transforming Rwanda into the ICT hub of East Africa.
www.orn.rw
SI Partner to transform Africa
Africa olleh Services (AoS)
Africa olleh Services (AoS) is a Rwanda-based ICT service provider set up jointly by the Government of Rwanda and Korea
Telecom in 2014. Through this partnership, the two parties agreed to collectively achieve grand goals: developing the ICT
sector and fuelling economic growth by enabling effective delivery of IT services across the region.
AoS will achieve the goal by bringing in cutting-edge and proven ICT technologies from Korea Telecom and global ICT
leaders. Specifically for the Government, AoS commits itself to facilitate the Government ICT strategy, Smart Rwanda
Master Plan (SRMP). By transferring capabilities, experiences and best practices from Korea and by empowering people
with ICT skills and knowledge, AoS serves the Government and foster the Rwandan ICT industry.
Vision: Support and Facilitate Smart Rwanda Initiative and Vision 2020 Realization. Mission: Transfer Korea Telecoms
capability, experience and best practice in Rwanda; Foster Rwandan ICT by empowering people with ICT skills and
knowledge. Objectives: Get maximum advantage of universal broadband connectivity for efficiency of administration,
enhancement of productivity, optimization of resource allocation through GoR SI project; Provide national computing
power through Cloud/IDC facilities; Expand smart Rwanda ICT model to the African continent through EAC first; Create
start up business and app economy environment.
www.aos.rw

official Government Partners
Angola Ministry of Higher
Education
It is the mission of the Ministry of Higher Education to propose the design, conduct, execution and control of Higher Education
policy. Its functions include the promotion, development, modernization, quality, competitiveness and evaluation subsystem
of Higher Education whilst sponsoring the collection, registration, protection and development of traditional knowledge.
It encourages and develops higher education activities in the national and international agenda together with the training
and qualification of human resources. It also promotes equal opportunities for access to higher education. It implements
policies for scholarships for both Angolan and overseas students to attend higher education courses and develops proposals
for the funding of higher education institutions.
Angola Ministry of ICT
It is the mission of the Ministry of ICT to propose the design, conduct, execution and control of ICT policy with particular
reference to the internal and external connection of the country. It enables the Government to set policy and strategy for ICT
as well as exercising supervision over activities related to the provision of services in these areas;
It coordinates and promotes activities which lead to the building of the information and communication society whilst creating a
legal framework that will enable the regulator drafting of regulations, rules, standards, instructions and manuals for ICT.
It formulates legal and administrative rules, and establishes procedures for the licensing of telecommunications, computing
and electronic communications services whilst promoting the formation and growth of the ICT market.
Botswana Ministry
of Education & Skills
Development
The Ministry of Education and Skills Development has a vision of educated and globally competitive human resource by 2016
and the key mandate is to provide efficient, quality and relevant education and training that is accessible to all.
Burundi Ministry of Basic

Education & Secondary
Education of the Trades &
Vocational Training
In Burundi primary education lasts for six years leading to the Certificat dEtudes primaires (elementary education).
Secondary education is divided into lower and upper secondary education. Lower secondary education is available to those
who pass the National Entrance Examination and lasts four years. A national test is imposed on all those who complete lower
secondary education. Their records are submitted to a National Orientation Commission. Schooling at upper secondary level
lasts three years after lower education and leads to the Diplme dEtat, which gives access to higher education. Technical
secondary education lasts seven years. A Diplme A2 sanctions success in technical studies and a Diplme A3 is conferred
after a cycle of studies lasting five years following upon primary education. Dr Rose Gahiru was appointed Minister of Basic
and Secondary Education, Vocational Training and Literacy in February 2013. She is the first woman to hold this post in the
country.
Burundi Ministry of Higher

Education & Scientific
Research
The will of the Ministry of Higher Education and Scientific research is to fundamentally improve the use of Information
Technology and Communication in all Institutions of Higher Education and Scientific Research including investment in ICT for
Higher Education and Scientific research - The Master Plan 2012-2015.
It aims to develop blue print, curriculum, syllabus, teacher guides and book prescription for all levels of education; facilitate
provision of examinations through relevant bodies for all levels of education and increase accessibility of schools results
and schools admissions. The Department of Tertiary Education Financing is the driving force in the facilitation of Tertiary
Education and training by providing a sustainable and transparent financial support system. The Division of Special Education
exists to ensure access and equity to quality education and training to all learners with Special Education Needs through
comprehensive Special Education programmes and services.
Computer developments in higher education institutions are based on the development of a common telecommunications
infrastructure, based on radio and satellite transmissions (Internet), later on the optical fibre; networking services and
professionals: administration, teachers, students, etc; the development of software to manage the BMD (Bachelor, Master,
Doctorate) system and the start of progressive management software Administration (accounting, finance, personnel,
archive) library management, training, self-study and communication with the Ministry of Higher Education and Scientific
Research and all other stakeholders.
Cameroon Ministry of
Employment & Vocational
Training
The Ministry of Employment and Vocational Training is responsible for the development and implementation of national
policy on employment, training and professional insertion.
In this capacity it is responsible for the preparation of employment policy; defence and promotion of employment; the
orientation and placement of the workforce; the study of employment evolution and the labour market; the study of the job
skills change; the design and organization of fast training activities; the definition of organizational learning and standards of
qualification and monitoring their compliance systems; organizing & monitoring the professional integration of trained young
people and organization of recycling activities or retraining workers who have lost their jobs.
Cameroon Ministry of
Scientific Research &
Innovation
The Ministry of Scientific Research and Innovation is responsible for the development and implementation of the policy
of scientific research and innovation. In this capacity, it is responsible for animation, coordination and control of scientific
research throughout the country, for the promotion of economic, social and cultural development;
The valuation, extension and exploitation of research results, in constant contact with all sectors of the national economy
and government departments and agencies. The Ministry supervises the Institute of Agronomic Research for Development
and Research Institutes.
Cote dIvoire Ministry of

Employment, Social Affairs
& Vocational Training
Is responsible for all administrative, financial, technical and training of technical education and vocational training
institutions. Since 21 November 2012, Hon Moussa Dosso was appointed Minister of Employment, Social Affairs and
Vocational Training. Joining the government in 2003 as Minister of Handicrafts and supervision of the informal sector,
eventually leading to his current position of Minister of State, Ministry of Employment, Social Affairs and Vocational
Training. The ambitions of the government on boosting employment, especially young people, on the reform of social
security coverage through the Couverture Maladie Universelle (CMU) are of great importance to the goals of this
department. The Minister exercises supervision and technical inspection of all ministry structures, institutions and
organizations within the scope of its powers.
Cote dIvoire Ministry

of National Education &
Technical Training
The Ministry oversees the national education system. Development of education and training in recent years has seen
successful achievement of national goals including universal schooling in primary education. In secondary education to
thoroughly train and prepare students for the workforce or for higher education. And in higher education to improve the
quality and efficiency tot rain and prepare students for their future careers, primarily in the private sector. The Ivorian
Government considers ICT to be a priority with five main strands of its national ICT development policy being: infrastructure
development; access; training; digital content development and a legal & regulatory framework. Hon Minister Camara has
taught English at three different schools and is also a former African champion handball player.
Democratic Republic of the

Congo Ministry of Primary,
Secondary & Vocational
Education
Schooling in the DRC runs over twelve years. Primary education is compulsory and lasts for six years (learners aged 6-12),
leading to the Certificat dEtudes primaires (CEP). This allows access to secondary education (International Association of
Universities (IAU) World Higher Education Database, 2005; World Bank Ed Stats, 2007). Secondary education (in either
general or technical education) lasts for five to six years (depending on the cycle). The long cycle (general and technical
education) lasts for six years from the age of twelve and only students who have passed the end of primary education may
enrol. Those who complete the long cycle in a technical field and pass the Diplme dEtat are eligible for admission to higher
education. The short cycle (technical/vocational training) lasts for up to five years in areas such as trade and crafts at the
end of which a Brevet is awarded (International Association of Universities (IAU) World Higher Education Database, 2005;
World Bank Ed Stats, 2007).
Ethiopia Ministry of
Education
The vision of the Ministry of Education is Building an education and training system which assures quality and equity
education by the year 2020 that aims at producing competent citizens.
The mission of the Ministry of Education is Through nurturing the execution capacity of the education and training sector,
designing and assuring standards of efficiency, expanding well equipped higher education and publicizing all our activities,
ensuring productive, equitable, participatory and quality education and training.
Values of the Ministry of Education include effectiveness, quality, equity, participatory, exemplary, commitment, excellence
and developing researchers and quality.
Ethiopia Ministry of ICT
The vision of the Ministry of ICT is that Every aspect of Ethiopian life is ICT assisted.
The mission of the Ministry of ICT is To develop, deploy and use information and Communication Technology; to improve the
livelihood of every Ethiopian, and to optimize its contribution to the development of the country.
The values of the Ministry of ICT are Our employees are the basis of our success and achievement; Giving priority for the
satisfaction of our customers; Enhancing the participation of the citizen; Ensuring partnership for building good governance
and democratic culture; coping up with technological changes; Adopting the culture of Working with a team spirit; Availing
the principles of transparency, accountability and participatory approaches and identifying and implementing the innovative
and appropriate knowledge and work procedures.
Ghana Ministry of Education The overall goal of the Ministry is to provide relevant and quality education for all Ghanaians, especially the disadvantaged,
to enable them to acquire skills which will make them functionally literate and productive to facilitate poverty alleviation and
promote the rapid socio-economic growth of the country.
The mission of Ministry is to carry out the Governments vision of using quality education delivery to accelerate the nations
socio economic development through an action plan comprising of expanding access to education at all level of education;
providing and improving infrastructural facilities; raising the quality of teaching and learning for effective outcomes; making
education more relevant to national goals and aspiration by focusing on vocational and technical education and making
tertiary education more cost effective.
Kenya Ministry of Education
The Ministrys vision is to have a globally competitive quality education, training and research for Kenyas sustainable
development.
Its mission is to provide, promote and co-ordinate lifelong education, training and research for Kenyas sustainable
development. To focus on priority areas within overall education goals, notably towards attaining universal primary
education by 2005, within the context of the wider objective of Education for All (EFA) by 2015.
The Ministrys overall sector objectives are to ensure equitable access, attendance, retention, attainment and achievement in
education, science, research and technology by ensuring affordability of services. The MoEST seeks to mobilize resources for
sustainable and efficient delivery of relevant educational research, technological and other educational services. The Ministry
will ensure co-ordination of the provision of education and training for efficient delivery of services between government,
donors, NGOs and communities. It will promote and popularize a Science and Technology Culture.
Kenya Ministry of ICT & ICT

Authority
The Ministry of Information and Communications was created in June 2004 with responsibility of formulating administering,
managing and developing the Information, Broadcasting and Communication policy. It was mandated to regulate
the Information Communication sector. Its vision is to make Kenya a world class of excellence in ICT. Its mission is to
develop Kenya as a globally competitive and prosperous nation by creating an enabling environment that encourages and
enhances the development, expansion and use of Information Communications Technologies (ICTs). Its core functions are to
formulate and implement ICT policy; to facilitate Development of ICT infrastructure in Kenya; to facilitate the Development
of Information and Film content; the formulation and implementation of Film policy; to disseminate public information; to
promote the Development of ICT and mass media capacity in the country; to enhance universal access to information; to
promote and project the positive image of the country and to provide a conducive work environment, health and safety.
Lesotho Ministry of
Education & Training
Its mission statement is to develop and implement policies which ensure acquisition of functional literacy among all Basotho
and the development of a productive, quality human resource base through education and training.
Its sector objectives are to improve access, efficiency, equity and quality of education and training at all levels; ensuring
curricula and materials are relevant to the needs of Lesotho. To ensure both vocational-technical and non-formal education
programs respond to the needs of industry and community; to develop and implement a common system of regular collection
and reporting of information on current status, future demand and supply, and on priority educational areas in the country.
It aims to progressively achieve the equivalence, harmonization and standardization of the education and training systems
nationally, regionally and internationally; participating in regional and international educational sector development
initiatives promoting gender equality and ensuring empowerment to disadvantaged groups.
Madagascar Ministry of
Higher Education, Technical
Training & Employment
The Madagascar Ministry of Higher Education, Technical Training & Employment develops and implements government
policy to promote employment, through the optimization of human resources. It is responsible for preparing, training and
providing the skills of the countrys workforce by ensuring better teaching and professional training. This based on the
qualitative and quantitative requirements in economic development at both national and regional levels.
It facilitates the participation of the professional world in defining, developing and implementing government policy together
with the implementation of a training scheme open to technical and financial partners. It develops and implements the
integration and effective reintegration of workforce strategies and also develops and implements strategies to support the
upgrading and professionalization of rural businesses.
Malawi Ministry of
Education, Science &
Technology
The Ministry of Education, Science and Technology is the custodian of the Malawis Education Sector as well as matters
relating to Science and Technology. It is the Government arm responsible for providing policy guidance and direction on all
education, science and technology issues.
The vision for the education sector is to be a catalyst for socio-economic development, industrial growth and instrument for
empowering the poor, the weak and voiceless. In essence, the sector wishes to ensure better access and equity, relevance and
quality, and good governance and management in all institutions from basic education to higher education.
The mission of the Ministry is to provide quality and relevant education to the Malawian nation. Such education should
enable people to acquire relevant knowledge, skills, expertise and competencies to perform effectively as citizens, workforce
and as leaders of Malawi, thereby reducing poverty amongst the people of Malawi.
Mozambique Ministry of
Education
The Ministry of Education is a central state body and in accordance with the principles, objectives & tasks defined by the
government, plans, coordinates and directs education policy thus contributing to the rise in patriotic consciousness and the
strengthening of Mozambican national unity.
The duties of the Ministry of Education include formulation of education policy; Training and qualification of citizens;
Supervision and inspection of educational activities; Development of education and culture, patriotic, civic & moral, in
the spirit of peace, unity & national identity; Expanding Access to Education & Training Technical Training; Improvement
and constant updating of the quality of education; Training of teachers and other education professionals; Development of
physical education and school sport; Promotion of scientific research, technological, social and cultural education institutions;
Management of Technical Education professionals; Promoting the basics of public health and methods of prevention of
endemic diseases, especially HIV / AIDS, malaria and tuberculosis.
Namibia Ministry of
Education
The mission of the Ministry of Education is to work to realize the overall goals of our nation. We, in partnership with our
stakeholders, are committed to providing all Namibian residents with equitable access to quality education programmes to
develop the abilities of individuals to acquire the knowledge, understanding, skills, values and attitudes required throughout
their lifetimes. Our Education Customer Service Charter outlines the standard of service you should expect from us. This
Charter is based on the Public Service Charter. We will continue to keep you informed about legislation, regulations, and
current policy issues pertaining to our activities and programmes. All MoE Strategic Plans and Annual Reports. Our strategic
and annual plans and reports provide snapshots of the continuous improvement and development in the Ministry. Important
Ministry Goals, Objectives, Performance Targets and Strategies are also outlined.
Nigeria Edo State Directorate of ICT
In the last two years, the Edo State ICT Directorate has been able to initiate and complete ten major ICT projects as well as a
host of minor projects. In no particular order, the achievements include:
Edo State Biometrics Project; Upgrade of the States ICT Infrastructure; Creation of ICT jobs; Computerization of Edo State
Employee and Pensioners Payroll; Automation of Government Functions; Computerization of Tax Administration; Introduction
of a Citizens ID Card & ICT Training for Civil Servants.
Nigeria Federal Ministry of

Education
Its Mission Statement is to reform and restructure the education sector to empower and develop the citizenry to acquire skills
and knowledge that would prepare them for the world of work. To establish an enabling and sustainable environment for
education to achieve the desired national reforms and human development objectives. The Federal Government Scholarship
Policy is to make higher education more accessible to qualified Nigerian students and assist indigent as well as handicapped
students to gain access to higher education. Greater accessibility to higher education will lead to the development of
high-level manpower in relevant fields of specialization for economic, scientific and technological development of the
nation. Therefore, the Federal Government has instituted a massive scholarship award programme for postgraduate and
undergraduate students in all Federal and State Universities, Polytechnics and Colleges of Education.
Nigeria Federal Ministry of

Communication Technology
The Ministry of Communication Technology is a Ministry created by the administration of President Goodluck Ebele Jonathan
to foster a knowledge based economy and information society in Nigeria. The Ministry was created to facilitate ICT as a key
tool in the transformation agenda for Nigeria in the areas of job creation, economic growth and transparency of governance.
The Ministry will create and formulate policies that will propel the Nigerian economy to a digitalized economy.
Its Mission Statement is to facilitate universal, ubiquitous and cost effective access to communications infrastructure
throughout the country. Promote the utilization of ICT in all spheres of life to optimize the communications infrastructure
digital content creation, domestic software applications and the delivery of private and public services over the internet.
Promote and facilitate the development of the ICT industry and increase the contribution of the ICT industry to GDP. Utilize
ICT to drive transparency in governance and improve the quality and cost effectiveness of public service delivery in Nigeria.
Republic of the Congo

Ministry of Technical
Education, Professional
Skills Training &
Employment
The Ministry oversees the TVET sector of education in the Republic of the Congo. In partnership with the World Bank, the
Ministry has introduced the Skills Development for Employability Project to improve job and entrepreneurship skills for
vulnerable urban youth in order to improve their labour market insertion and earnings. In Congo, distance training is an
opportunity offered to students of all levels and to companies to equalise access to high-quality training in order to promote
global development. Three projects, all dealing with distance learning, are currently being set up with the assistance of the
Francophone University Agency, the Swiss Qualilearning Company, and an Italian Engineering System respectively. Hon Serge
Blaise Zoniaba has served as Minister of Technical and Vocational Education since September 2012.
Republic of the Congo

Ministry of Youth & Civic
Education
The Ministry manages the national education system which is divided into 4 levels: Optional pre-school education; Primary
education lasting six years ending with a final diploma: the Certificate of Primary and Elementary Studies; Secondary
education, assured by trade centres and educational institutions; Higher education offered at Marien Ngouabi University
made up of 11 institutions: five colleges, three schools, and three institutes. Hon Anatole Collinet Makosso has served in the
government as Minister of Youth and Civic Instruction since August 2011.
Rwanda Development Board
The Rwanda Development Board (RDB) is evidence that Rwanda is open for business. It is truly a one stop shop for all
investors. It was set up by bringing together all the government agencies responsible for the entire investor experience under
one roof. This includes key agencies responsible for business registration, investment promotion, environmental clearances,
privatization and specialist agencies which support the priority sectors of ICT and tourism as well as SMEs and human
capacity development in the private sector.
The RDB is independent and influential. It reports directly to the President and is guided by a Board that includes all the
key Ministers (e.g., finance, commerce, infrastructure, agriculture). The RDB is built with global expertise. It is modelled
on international best practice examples of Singapore and Costa Rica. It has advisory and hands-on support from global
entrepreneurs and experts from Singapore Development Board, World Bank, IFC and the Office of Tony Blair. The RDB is here
with you all through the process and is ready to show you that it is better to do business in Rwanda.
Rwanda Education Board
The mission of Rwanda Education Board is to fast-track education development in Rwanda by enabling education sector
growth. The scope of our work includes all aspects related to the development of the education sector. This involves working
with and addressing the needs of schools of all sizes (Public, Private) and brings education on the same range as the East
African Community.
REB contains 6 Departments: Department of Curricula and Pedagogical Materials; Department of Education Quality and
Standard; Department of Examination & Accreditation; Department of High Education Student loan; Department of ICT
in Education and Open distance and e-Learning; Department of Teacher Education Management and Professionalization.
Rwanda Higher Education

Council
The primary mission of the Higher Education Council is the maintenance of quality assurance in the provision of higher
education to ensure that higher learning institutions in Rwanda produce citizens capable of playing their part in the Rwandan
economy. The council will ensure that Higher Education Institutions design programmes that:
Meet the demands of the labour market; Educate citizens so that they are capable of playing their part in the economy and
society at large; Develop the potential of academic and administrative staff to enable them to provide stimulating intellectual
environment; Facilitate a culture which supports the production of scholarship, research, innovation and knowledge transfer
to meet the social and economic needs or Rwanda.
Rwanda Ministry of
Education
The mission of the Ministry of Education is to transform the Rwandan citizen into skilled human capital for socio-economic
development of the country by ensuring equitable access to quality education focusing on combating illiteracy, promotion of
science and technology, critical thinking and positive values.
Its projects include the One Laptop per Child (OLPC) Project which is a key project that aims at the enhancement of education
through the Introduction of technology in primary schools. The Rwanda Education Commons (REC) is a four-year program
funded by USAID to promote the effective use of ICTs in education. Since REC opened its office within MINEDUC in January
2009, it has worked to expand teachers access to quality resources, to connect educators with each other, and to inspire and
empower teachers. MINEDUC School management is committed to improving school management in secondary schools and
since 2006 in primary schools in Rwanda.
The Ministrys agencies include the Rwanda Education Board (REB), Higher Education Council (HEC), Workforce Development
Authority (WDA), Rwanda National Commission for UNESCO and UMWALIMU Savings & Credit Cooperative (UMWALIMU
SACCO).
Rwanda Ministry of Youth

& ICT
The mission of the Ministry of Youth and ICT is to address national priorities for economic growth and poverty reduction
through the development and coordination of national policies and programs related to youth empowerment as well as
Information & Communication Technology policies and programs. Through youth economic empowerment, MYICT has the
overall goal focusing on the following visions for both Youth and ICT sectors respectively.
1. The Vision for the Youth Sector - To meet the expectations of the Youth, the Ministry has developed a vision which aims
at raising a HAPPi Generation. Here are quality of such generation: H: Healthy; A: Attitude & Aptitude (skills, education); P:
Patriotic; P: Productive; i: innovative.
2. Vision for the ICT Sector - To accelerate socio-economic development, improving productivity of the private sector &
developing the growth of ICT and to foster ICT development and diffusion in the Rwandan Society and Economy.
South Africa Ministry of

Basic Education
The Department of Basic Education (DBE) was formed when the then National Department of Education was split into
the DBE and the Department of Higher Education and Training. The DBE has been tasked with overseeing primary and
secondary education in South Africa. Its vision is of a South Africa in which all people have access to lifelong learning as well
as education and training which will contribute towards improving the quality of life and build a peaceful, prosperous and
democratic country. Its mission is to provide leadership with respect to provinces, districts and schools in the establishment
of a South African education system for the 21st century. Its values include people, excellence, teamwork, learning and
innovation.

Higher Education & Training
The vision of the Ministry is of a South Africa in which a differentiated and fully-inclusive post-school system that allows
South Africans to access relevant post-school education and training, in order to fulfil the economic and social goals of
participation in an inclusive economy and society is available.
It is the mission of the Department of Higher Education and Training to develop capable, well-educated and skilled citizens
who are able to compete in a sustainable, diversified and knowledge-intensive international economy, which meets the
development goals of our country.
The Department will undertake this mission by reducing the skills bottlenecks, especially in priority and scarce skills areas,
improving low participation rates in the post-school system , correcting distributions in the shape, size and distribution of
access to post-school education and training and improving the quality and efficiency in the system, its sub-systems and
institutions.

Science & Technology
Its vision is to create a prosperous society that derives enduring and equitable benefits from science and technology.
Its mission is to develop, coordinate and manage a national system of innovation that will bring about maximum human
capital, sustainable economic growth and improved quality of life.
It is guided by the following values: an employee must strive to deliver top-class quality products and services, seek innovative
ways to solve problems and enhance effectiveness and efficiency; an employee must be faithful and honest in the execution
of her or his duties and must be committed through timely service towards the development and upliftment of all South
Africans an employee must be responsible and accountable in dealing with public funds, property and other resources and an
employee must promote transparent administration and recognise the right of access to information excluding information
that is specifically protected by law.

Telecommunications &
Postal Services
The core functions of the Department of Telecommunications & Postal Services are:
Swaziland Ministry of
Education
The primary mandate of the Ministry of Education and Training is to provide access to relevant quality education at all levels
to all Swazi citizens; taking into account all issues of efficacy, equity and special needs. Realizing that education is the
foundation and the main pillar of economic and social development and being cognisant of its core mandate, the Ministry of
Education and Training continues to commit itself to providing accessible, affordable and relevant education of the highest
quality. The Ministry believes that that by being responsive to its core business, its contribution to the achievement of the
countrys long-term vision of ensuring that Swaziland is amongst the top 10% of the medium human development group of
countries founded on sustainable economic development, social justice and political stability, as articulated in the countrys
National Development Strategy (NDS) Vision 2022, will be realised.
Tanzania Ministry of
Education & Vocational
Training
The primary function of the Ministry of Education and Vocational Training is to promote education and Vocational Training
in Tanzania. The responsibility of the Ministry of Education and Vocational Training is to supervise, manage Pre-Primary,
Primary, Secondary, Special Education, Adult Education, National Vocational Training, Teacher Education, School Inspection
and Planning and co-ordination of all educational plans.
To develop ICT policies and legislation that create conditions for an accelerated and shared growth of the South African
economy, which positively impacts on the well-being of all our people and is sustainable; To ensure the development of robust,
reliable, secure and affordable ICT infrastructure that supports and enables the provision of a multiplicity of applications
and services to meet the needs of the country and its people; To contribute to the development of an inclusive information
society which is aimed at establishing South Africa as an advanced information-based society in which information and ICT
tools are key drivers of economic and societal development; To contribute to e-Skilling the nation for equitable prosperity
and global competitiveness; To strengthen the Independent Communications Authority of South Africa (ICASA), in order to
enable it to regulate the sector in the public interest and ensure growth and stability in the sector; To enhance the capacity of,
and exercise oversight over, State Owned Enterprises (SOEs) as the delivery arms of Government; and to fulfil South Africas
continental and international responsibilities in the ICT field.
The Ministry of Education and Vocational Training has continued with the supervision and management of the following
responsibilities: pre-Primary and Primary Education; Secondary Education, Ordinary Level (Form 1-4) and Advanced Level
(Form 5-6); Special Education provided to those with disability for example the visually impaired, the deaf, those with
learning disabilities and the mentally retarded, etc; Adult Education which include Basic Education and Secondary Education
for children and adults who did not receive it in the formal system; Vocational Training.
Tanzania Ministry of
Communications, Science &
Technology
The President of the United Republic of Tanzania issued a notice on assignment of Ministerial responsibilities (instruments)
vide Government Notice No. 20 of February, 2008 to establish the Ministry of Communication, Science and Technology.
Tunisia Ministry of
Education
The Ministry of Education is responsible, as part of the general policy of the state to define national choices in the areas of education,
school education and vocational training, to develop plans and related programs, to implement and evaluate the results.
Based on the Instrument the Ministry has been charged with the following responsibilities: posts and Telecommunications
Policies and their Implementation; Communication, Science and Technology Policy and Programmes; Acquisition and
Application of Technology; Development of Local expertise in Science and Technology; Dissemination of Research Findings
Regarding Development of Science and Technology; Institutes of Science and Technology; Information Technology
Programmes and their Implementation; Performance Improvement and Development of Human Resource under this Ministry;
Extra-Ministerial Departments, Parastatal Organisations and Projects under this Ministry and Government Agencies under
the ambit of the Ministry.
Its tasks include ensuring the right to education and training for all Tunisians along with developing & promoting the
education system to allow the Tunisian people access to higher levels of knowledge and qualifications.
The Ministry also has responsibility for institutions and private preschool spaces; professional courses under other ministries
as well as the formal education and vocational training of private and voluntary sector providers.
Tunisia Ministry of Higher

Education & Scientific
Research
The Ministry of Higher Education and Scientific Research is responsible for developing and implementing the higher
education and scientific research policy; Monitoring the activities of universities, higher education and research institutions
and research structures; Monitoring the university life of students and coordinating the activities of students' services offices;
Coordinating and following up the international cooperation actions related to higher education and scientific research.
Uganda Ministry of
Education & Sports
The mandate of the Ministry of Education and Sports (MoES) is to provide quality Education and sports services in the
country, which are constitutional obligations for the Ugandan State and Government. The Mission of the MoES is to provide
technical support, guide, coordinate, regulate and promote quality education, training and sports to all persons in Uganda for
national integration, development and individual advancement. The Vision for MoES is Quality and appropriate Education
and Sports services, for all.
The Education and Sports delivers critical government programmes such as Universal Primary Education, Universal Post
Primary Education and Training as well as sports for wellness, health and productivity. The Ministry comprises of 11
Departments headed by the Permanent Secretary, Directors and Commissioners. The sector is run on a principle of promoting
Public Private Partnerships at all levels and the Private sector has played significant roles in provision of Education services
especially at the post primary and tertiary education levels.
Uganda Ministry of ICT
The Ministry of Information and Communications Technology was established in June 2006 with a mandate of providing
strategic and technical leadership, overall coordination, support and advocacy on all matters of policy, laws, regulations and
strategy for the ICT sector. It also ensures sustainable, efficient and effective development, harnessing and utilization of ICT
in all spheres of life to enable the country achieve its national development goals.
The Ministry is headed by a Minister who is assisted by one Minister of State. There are two Directorates namely, the
Directorate of Communications & Broadcasting Infrastructure and the Directorate of Information Technology & Information
Management Services. The Directorate of Communications and Broadcasting Infrastructure comprises the Departments
of Telecommunications and Posts, and another of Broadcasting Infrastructure. The Directorate of Information Technology
& Information Management Services comprises the Department of Information Technology and the one of Information
Management Services. In addition to the above there is a Department of Finance and Administration and a Division of
Planning which provide support services to the entire Ministry.
University of Nairobi
The University of Nairobi uses the 'learning centered' approach in its programmes. This has enabled our institution to create
an environment that graduates students with well-developed intellectual skills in their field of specialization.
They also have a foundation of broad knowledge, effective written and oral communication skills, a strong ethical base, a
sense of civil responsibility, proficiency in the use of technology, a global perspective and desire to pursue lifelong learning.
As a result, the University of Nairobi produces graduates not only equipped for the jobs in the market but also well-armed to cope
with life itself. True to our tradition, the students are urged to cultivate a sense of independent thinking and responsible action.
The challenge of the students then is to ensure that they maintain the University's position as the leading public university in Kenya.
University of Rwanda
The University of Rwanda is the only public University in Rwanda and as such it is a multi-campus, multi-disciplinary
university designed to meet the economic, social and cultural needs of the country and its people. The University grew out of
seven previous public institutions which had a proud history of success for their students and staff. The University welcomes
all students both Rwandan and international to choose from a wide range of courses at undergraduate and post-graduate
level. As a student of the University of Rwanda you will have access to modern facilities and teaching by the internationally
qualified staff.
Virtual University of Tunis
The Virtual University of Tunis (UVT), a public institution created in January 2002, has as a principal mission the development
of courses and programs of university education on line for Tunisian universities.
By definition a multi-disciplines university, UVTs mission is to provide its students with training for a profession adapted to
the needs of the scientific, socio-economic environment as well as to the national and international needs.
At present, the UVT offers 8 educational programs 4 of which are professional mastres (in Applied Perspective and NeuroRadiology), training in view of licences and cross-cutting training (C2i, English, Entrepreneurial Culture, Human Rights).
All of the types of training provided by UVT are accredited by the Tunisian Ministry of Higher Learning, Scientific Research
and Technology. The major goal of the Virtual University of Tunis is to offer quality on-line training using teaching methods
pedagogically well adapted to the new technologies and to on-line learning.
Zambia Ministry of
Education
The vision of the Zambia Ministry of Education is Quality, lifelong education for all which is accessible, inclusive and relevant
to individual, national and global needs and value systems.
The mission of the Ministry of Education is to guide the provision of education for all Zambians so that they are able to pursue
knowledge and skills, manifest excellence in performance and moral uprightness, defend democratic ideals, and accept and
value other persons on the basis of their personal worth and dignity, irrespective of gender, religion, ethnic origin, or any
other discriminatory characteristic.
Zambia Ministry of
Transport, Works Supply &
Communications
The Ministry of Transport, Works Supply & Communications is charged with the responsibility of facilitating the construction
and maintenance of public infrastructure. It is also responsible for promoting the development of transport and communication
in order to contribute to the socio-economic development of Zambia.
It is further responsible for the development of Meteorology; control of Government Transport; Office Equipment and
Government Printing.
Zimbabwe Ministry of ICT
The Ministry of ICT is new and its operations are cross cutting thus making it a Ministry whose services and advice would
assist not only other ministries, but also the society at large. The structure of MICT has sought to encompass operations
and activities that will enable the Ministry to deliver its mandate. The Ministry believes that 21st century economies
are based on how countries are able to exploit the potential of ICTs and it is imperative that it establishes a vibrant ICT
sector that contributes to the national economy. Infrastructure development for all ICT services is at the centre of the
ministry, so is e-government services and applications. The ICT Policy framework offers a strong base for the Ministry to
take off and finalize the development of the ICT Bill and other statutory instruments in consultation with all stakeholders.
The ICT Ministry together with its relevant communications parastatals offer a platform that harmonizes and streamlines ICT
related operations and avoid unnecessary duplications that in many ways hinder effective progress.
Zimbabwe Ministry of
Primary & Secondary
Education
The vision of the Ministry of Primary & Secondary Education is to be the leading provider of quality education, sport, arts
and culture for the development of united, well-educated Zimbabweans who are patriotic, balanced, competitive, self-reliant
with unhu / Ubuntu.
The mission of the Ministry of Primary & Secondary Education is to promote and facilitate the provision of high quality,
inclusive and relevant Early Childhood Development (ECD) Primary and Secondary Education, Life Long and Continuing
Education, Sport, Arts and Culture.
Zimbabwe Office of the

President - Modernisation
Department
The Office of the Presidents core values are derived from its culture that exudes leadership qualities reflected through
provision of quality client care and services, professional department as well as results-orientation. The core values of the
OPC are:
Loyalty, Patriotism, Commitment, Confidentiality, Integrity, Humility, Accountability & Professionalism.
Zimbabwe Revenue
Authority
The Zimbabwe Revenue Authority derives its mandate from the Revenue Authority Act [Chapter 23:11] and other subsidiary
legislation.
Our mandate is to: Collect revenue; Facilitate trade and travel; Advise Government on fiscal and economic matters; Protect
civil society. Our vision is to be a beacon of excellence in the provision of fiscal services and facilitation of trade and travel.
Our mission is to promote economic development through efficient revenue generation and trade facilitation. This is achieved
by developing competent and motivated staff, using environmentally sustainable processes, and engaging with the global
community in a socially responsible way. Our focus goal is to optimise revenue collection and ensure a secure supply chain by
2015. Our values are Integrity; Transparency; Fairness. Our motto is "We are here to serve."

Media Partners
African Business
African Business is the bestselling pan-African monthly business magazine. Each month, the publication brings the very
best business financial reports and features to our readers. African Business is respected for its editorial excellence and
award-winning editor. Our readers include decision makers in the private sector, government officials and thought leaders
across Africa, Europe and the USA.
We have built a unique distribution network including newsstand sales, street vendors and an international subscription
base, controlled circulation to business leaders and policy makers, as well as distribution onboard a large number of
international airlines and lounges, hotels and major international and industry specific events. For nearly 50 years IC
Publications has reported on Africa and built strong relationships with strategic partners like the World Economic Forum,
Commonwealth Business Council, Corporate Council on Africa, World Bank, UN, AfDB, and our Media Partners include
Bloomberg, CNN, CNBC, Africa N1 and BBC World.
www.africanbusinessmagazine.com
Bizcommunity.com
Bizcommunity.com is South Africa and Africas leading B2B website, with a focus on the nations advertising, marketing,
media, retail and associated sectors. A daily mix of original and quality news coverage has made bizcommunity.com the
vehicle of choice for a diverse online audience. Our portal dedicated to Advertising, Marketing & Media is the key influencer
in these sectors in Africa and has become the go-to hub for business drivers, opinion makers and recruiters. We are
dedicated to building, showcasing and servicing online business communities in our region.
www.bizcommunity.com
DevelopingTelecoms.com
DevelopingTelecoms.com focuses on communications developments and solutions in emerging markets in Africa, Asia,
Central & Eastern Europe, Latin America and the Middle East. With over 10,500 website visitors per month and 15,000
e-newsletter subscribers, we keep senior executives in the communications ecosystem informed about their business. In
addition to daily news updates and features DevelopingTelecoms.com carries case studies, white papers, interviews, video
and banner advertising for leading companies. Follow us on twitter, RSS and sign up to our e-newsletter.
www.developingtelecoms.com
ITWeb Africa
ITWeb Africa a single source of quality news, analysis, research and opinion on Africas ICT markets, trends, developments
and the people who make it happen.
www.ITWebAfrica.com
ReConnect Africa
ReConnect Africa is a unique online careers and business website and monthly magazine for African professionals in the
Diaspora and around the world. ReConnect Africa features articles and interviews on careers, development and business
in Africa as well as information on relocation to Africa, top companies and recruitment agencies for Africa. It offers an
ideal platform to advertise job vacancies, products and services to a targeted professional African market in Europe, across
Africa and around the world.
www.ReConnectAfrica.com
SciDev.Net
SciDev.Net is a not-for-profit organisation dedicated to providing reliable and authoritative information about science and
technology for the developing world. Through our website we give policymakers, researchers, the media and civil society
information and a platform to explore how science and technology can reduce poverty, improve health and raise standards
of living around the world. We also build developing countries capacity for communicating science and technology through
our regional networks of committed individuals and organisations, practical guidance and specialist workshops. SciDev.
Nets vision is to achieve better-informed decisions by individuals and organisations in the developing world on science
and technology related issues, and thus the better integration of scientific knowledge and technological innovation into
policies, programmes and projects intended to achieve sustainable development at all levels of society.
www.scidev.net
The Foundation for the

Development of Africa
The Foundation for the Development of Africa (FDA) (NPC) is a non-membership, private, (NPC) Not-for-profit Company
actively involved with initiating and facilitating business and other processes conducive to sustainable development in
Africa with the emphasis on sustainability!
We have, since 1999, been linking businesses; promoting business and investment opportunities; showcasing special
projects, conferences and events; stimulating joint venture initiatives and motivating support for local trading.
Our vision and trademark phrase proclaims: Less Aid Lets Trade!
www.foundation-development-africa.org
The PIE
The PIE News is business news forum containing daily news, features, interviews with key industry figures, a
comprehensive events calendar and a photo gallery.
The PIE Jobs is jobs forum where professionals working in the sector can discover new employment opportunities and
employers can find the talent they need by using a cost-effective, pay-and-post jobs board www.thepiejobs.com
The PIE Talent is our recruitment consultancy service if you would like to outsource your talent requirements to us, and let
us deliver a number of targeted, relevant candidates. Run by people who understand the industry from the inside.
www.thepietalent.com
The PIE Review is a fresh, stylish, printed magazine distributed at key industry events in the spring and autumn, available
to download online and to subscribe to for mail order. It offers a review of hot topics and talking points that have occurred
in international education over the past 6 months www.thepiereview.com
The PIE Weekly is our popular newsletter, which is emailed to subscribers every Friday and contains the weeks top
stories and latest jobs board postings.
www.thepienews.com
Its not just

about technology,
its about finding
new ways to
inspire more
students.
Microsoft in Education
We are partners in learning.
An educated population is the one natural resource
that increases in value as it increases in size. Microsofts
mission in education is to help every student and
educator around the world realize their full potential.
At Microsoft, we are deeply committed to working
with governments, communities, schools and educators
to use the power of information technology to deliver
technology, services and programs that provide
anytime, anywhere learning for all.
To inspire more, visit:
www.microsoft.com/education

Innovation Africa 2014 Summit Guide

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Innovation Africa 2014 Summit Guide

Hochgeladen von

Copyright:

Verfügbare Formate

20 of the 20

Get Better Results With Oracle

Innovation Africa 2014 - Summit Guide 5

It is wonderful to see so many participants where we

Prof Silas Lwakabamba

Innovation Cafs at Mbarara

6 Innovation Africa 2014 - Summit Guide

Innovation Africa 2014

represents an outstanding gathering of some of the most

8 Innovation Africa 2014 - Summit Guide

By Frances Mensah Williams

There is a severe lack of engineering

Nurturing Local Innovation and

Sub-Saharan Africa suffers a chronic lack of indigenous

Sufficient engineering capacity is essential to the

Innovation Africa 2014 - Summit Guide 9

Insufficient Engineers to Meet

The reports authors identified evidence of a shortage

Engineering courses are often overly theoretical, based on

Finding work placements in industry is very difficult for

Engineering Brain Drain

Engineers with marketable skills and experience are often

10 Innovation Africa 2014 - Summit Guide

Regional and international cooperation

Education and training

There is a striking dearth of data and literature on the

Professional engineering bodies can support the

Collecting and analysing data on national engineering

International cooperation and knowledge sharing has the

The severe lack of engineering capacity at every level

About Frances Mensah Williams

12 Innovation Africa 2014 - Summit Guide

A year in the life of

Education is the most powerful

At AfricanBrains we relish the task of covering all things

Rwandas YouthConnekt Hangout

Africa has already made significant steps in areas

of economic growth, development and innovation.

and organising meetings

14 Innovation Africa 2014 - Summit Guide

A year in the life of AfricanBrains

Unstoppable Foundation advances

This year a record number of girls in sub-Saharan Africa

Innovation Africa 2014 - Summit Guide 15

Saharan Africa, 6,028 children are receiving an education

Rwanda gets tech incubator

Tanzanian entrepreneurs win

A statement issued mentioned the three as Tanzanian

About Marc Mcilhone

16 Innovation Africa 2014 - Summit Guide

Bi-Bright is part of the Bi-silque group, the leading specialist

But what makes Bi-Bright different?

use, application and demands of classroom environment.

Bi-Bright supports an inclusive

Innovation Africa 2014 - Summit Guide 17

designed to consider everyone

Within the new educational framework,

With the evolution of

The purpose of the course materials

The quality of education and

The teacher is the essence of

Internet allows you to

18 Innovation Africa 2014 - Summit Guide

How are educators and