For Volunteering see http://groups.yahoo.com/group/vsojitoleervs/

Andrius: David, would you like to set up your volunteering group as a working group of our MinciuSodas laboratory in the PublicDomain based on your deepest value? We could think about that. YES PLEASE Andrius

Introduction

My names are David Mutua, a Kenyan citizen by birth. My interests are ICT enebled Development in rural information and financialy poor communities and Volunteering. I have worked in rural Nigeria in different ICT4D projects and initiatives for nearly five years, first two years as a VSO Volunteer (the leading volunteer sending agency) at Ago-Are, Oke-Ogun Oyo State, Nigeria. During my voluntary service i helped establish the Ago-Are information and communication center that later got support from COL and IITA on the farmers and Solar cooking projects...see www.farmersneeds.org .. Later i moved to Fantsuam Foundation (FF), FF is a rural NGO, Pioneering gender- and youth-focused micro-finance and ICT services in rural communities in Nigeria at that time i worked as the National CawdNet coordinator and FF Projects Manager for nearly three years. At the moment i am back in Kenya replicating the five years learned experiences in Nigeria, i am implementing a project, Community Learning, Information and Communication center in a rural community. Our greatest strength is the local community members and the networks made over the past years, a community coordinating committee structure and several groups are beign developed to oversee the activities of the center and work with outsiders. We are keenly looking for others with shared interest to collaborate.

NB: Below is CawdNet intended work in Kenya

CAWD work is replicating in Kenya through providing ICT for Development and Education consultancy services and developing Community Learning, Information and Communication Centre (CLICC) Programme, This initiative has developed over years through learned experiences (Knowledge acquired) and passion by the initiator (David N. Mutua) at the time he worked in Nigeria as a VSO volunteer/Project Manager with Oke Ogun Community Development Network (OCDN), CAWD Nigeria National Coordinator and a Project Manager with Fantsuam Foundation, he helped in establishing several Community Learning Centres in rural communities in Nigeria that are facilitating ICT enabled community development focused projects, example is the Commonwealth of Learning - Canada funded project in Ago-Are and Fantsuam Foundation Community Learning centres these are “Answering Farmers’ Needs in Nigeria: A demand –driven information system for life-long learning and improved food and livelihood security” and Solar Cooking in Rural Nigeria.

The CLICC Programme main objective is to develop sustainable Human capacity development and sustainable economic empowerment through use of modern ICT’s by developing environments or structures that enable access to timely and relevant information, formal or informal learning/education opportunities for career development, live skills acquisition and business opportunities in rural Kenyan communities that compete globally.

Vision: -

ICT – enabled development and education through sharing and building information and knowledge in Kenya.

Goal: -

To enhance life-long ICT enabled sustainable human capacity development and economic empowerment through access to relevant and timely information, formal and informal learning opportunities, skills acquisition and business enterprises for Kenyan rural communities.

Objectives: -

1. Establish Community Learning, Communication and Information structure or environment equipped with modern basic ICT infrastructure in rural Kenya.

2. Exploit modern ICT’s and linkages that will enable access to formal and informal learning opportunities for career development and skill acquisition that competes globally.

3. Explore ICT enabled investment/business opportunities such as social entrepreneurships and e-commerce that fits with the current local and global economy.

4. Develop ICT structures, such as Community radio that can capture and disseminate relevant and timely information on health, education, agriculture and governance in Kenyan information and financial poor rural communities.

5. Explore and establish community social and entrepreneurship projects such as Microfinance and community banking, Community water projects, Commercial Agricultural activities for food security and Community health projects

Programmes and Activities

CAWD Kenya is developing the Community Learning, Information and Communication Programme to achieve the above objectives. The programme develops community learning, communication and information link between the information and financial poor rural or urban rural communities and the connected community. This is a replicable model for social change in rural communities; it has three main elements, Commercial, Social and Educational. The commercial element stems from associated Microfinance and commercial services. This is the essential basis for the sustainable development of social and educational services. All social and educational systems have to be paid for, and in countries where they are free at the point of delivery they are paid for through national and local taxation, which in turn is dependent on income generated through commercial sector. The approach has been to develop this model on a local level, in that its commercial activities that have been subsidizing social services and education/training of sustainable income generating initiatives for the communities we work with where tax systems are not developed to pay for social and education services.

It is developed in three approaches: -

1. ICT enabled Education

2. Community Information Access and Advocacy

3. Social and Entrepreneurship Projects

1. ICT enabled Education Program.

This programme is being developed as follows: -

➢ Formal and Informal ICT enabled training, e-learning and Open and Distance Learning (ODL)

This involves establishing ICT enabled training schools or academy and Programmes linked to International educational and research institutions/universities and groups offering e-learning and Open and Distance Learning (ODL) opportunities for teachers and students, farmers, health workers, businessmen and professionals that are competitive globally. CAWD Kenya is testing Moodle - an online campus tool with support from CAWD UK, Commonwealth of Learning (COL) Canada and University of London.

➢ Local Content Development and Localization

Local information from the communities will be collected, digitalized and archived through developing community websites/ pages, blogs and wikis. Communities are mobilized to contribute information (local content) collection voluntary for archiving, this process will enhance conservation of community cultures and traditions and make it easier for them to share information with other communities. Localization process will be part of this programme, thus promoting and preserving local languages and local language keyboards.

2. Community Information Access and Advocacy Program.

➢ Community information Access Point/Resource center

The primary components of the community information access point are Community help desk, Community library, information/notice boards and a multi-media presentations (for education, edutainment and entertainment)

• Community Help Desk

This is a rural development support desk, a demand –driven information facility for learning, providing quality information to Women, Youth, Farmers, Teachers and Health workers. The support desk is equipped with Internet facility that enables access to information from Internet, online libraries, research and educational institutions and other organization

• Community Library

It is a library where communities can have access to reading materials/resources at a nominal membership fee equipped with: - Written materials such as books, journals, magazines etc. Digital information resources such as CD-ROMs DVD’s and Videos

• Information Notice Boards

These are mounted at certain strategic places in the communities with information on upcoming events and programs in the community leaning center, training programs, newly available information etc. text will be in English and local languages.

• Multi-Media Presentations

There are television and video shows on a wide range of educational topics, such as current affairs, education, agriculture, environment, health, HIV/AIDS, nutrition and business. To draw the public to the resource center, and generate small revenues, entertainment programs (sports, dramatic programs and other popular shows) are shown every evening. Entrance to these shows is a nominal fee. Education clips are shown during break times.

• Community Radio.

CAWD (K) plans to establish Community radio stations that information on HIV/AIDS, Agriculture, Health, Governance and Education captured in the Community Learning, Information and Communication centers can be shared and disseminated through the spoken word in the local languages and English.

3. Social and Entrepreneurship Projects

This programme develops new social, financial skills and open up business development opportunities for rural-based enterprises that compete globally such as: -

➢ Microfinance and Community banking: -

This is a replicable model for social change in rural communities; it has three main elements, Commercial, Social and Educational. The commercial element stems from associated Microfinance and commercial services. This is the essential basis for the sustainable development of social and educational services. All social and educational systems have to be paid for, and in countries where they are free at the point of delivery they are paid for through national and local taxation, which in turn is dependent on income generated through commercial sector. The approach has been to develop this model on a local level, in that its commercial activities that have been subsidizing social services and education/training of sustainable income generating initiatives for the communities we work with where tax systems are not developed to pay for social and education services.

➢ Computer Assembly, Sales, repairs and Maintenance: -

The Solo Computer: -

Solo, an ultra – low powered computer that takes 8.5w of power, including the LCD screen, as compared to 300w-500w of mains electricity required by many modern Pentium-powered systems. Moreover the Solo computers can use a variety of power sources, and are not tied to solar energy. ). It is designed for Africa, to be assembled in Africa. This Solo project will facilitate implementation of those aspects of the policy that will bring in new skills and open up marketing opportunities for rural-based ICT enterprises in Africa. The Solo Project is a catalyst project that will generate high technology investment employments in rural communities. The Solo is designed so that its assembly, transfer of training, and maintenance can be done locally.

➢ Wireless Internet Connectivity for under-served areas (Last mile connectivity)

Bandwidth sharing with rural partners and engagement at policy level for rural access to backbone infrastructure, this will enable others to benefit from the Internet connectivity

➢ Commercial Agricultural activities: -

Agriculture is man's foremost important source of food. It has helped to create a colossal market for goods and services of other economic sectors such as manufacturing and global trade. It is the fuel for gainful employment.

The application of Information and Communication Technology concepts, techniques, policies and implementation strategies to all aspects of development at national, regional and international levels as well as lifestyle has become a subject of fundamental importance and concern to all nations - and indeed a prerequisite for global competitiveness. Central to this concern is the impact of Information and Communication Technology on Agricultural production.

As we approach the critical curve of the 21st Century Information Society Age (ISA), the broad rationale underlying all societal planning and policy making at the national level, is the fundamental need to program the best use of scarce resources - in furtherance and sustenance of socio-economic and political development.

➢ Community Water projects

Kenya enjoys ¾ semi arid area of its landmass, droughts and famine caused by rain shortages is a common thing in these areas, they lacks adequate water supply for domestic, irrigation and animal use. For years the government has been reluctant in addressing this issue while the country’s largest economic activity is Agriculture a sector that depends on water a lot. This situation has affected fully exploitation of the sector

➢ Community Health projects

The greater proportion of poor people in developing countries like Kenya, live in rural areas. This geographical factor is in itself a disadvantage as it isolates them from the power and access to the central government. The sense of isolation is exacerbated by a culture of non-consultation with these communities about the endemic diseases they are coping with.

Policy formulation and implementation ought to have continuous input and involvement of the communities. Of course the level of participation of each community will vary depending on their capacities for organisation and prioritization. Community perceptions about their burden of disease, vector, transmission and control and community health seeking behaviour, ownership of local health resources, resource mobilization, and reliable access to relevant information are areas of research that deserve priority. An efficient use of scarce research resources needs to focus on building sustainable rural health services through partnerships with the rural communities.

See also: Clinic

➢ The DIY Solar technology transfer process

The DIY Solar approach is an alternative way of producing low-cost solar technologies that enables enterprising individuals (youths) or organisations in ‘sun-rich’ Less Developed Countries (LCDs) to design, assemble and market low-cost, small and simple PV solar technologies in order to satisfy various local demands for affordable electricity.

Some applications: -

• Solar radio

The widespread use of ‘Solar Radio’ would facilitate the greater use of this, the most common of all African Information Communication Technology (ICT) for a variety of applications amongst widely dispersed African populations; such as distance learning, heath education, dissemination of agricultural practices and market information, disaster and disease mitigation, conflict resolution, community development, along with so many other valuable and worthwhile applications.

• Solar powered lights (torches and lanterns)

They have a variety of similarly high impact applications through their promise of extending peoples productive day into the evening by providing bright and clean electric light.

• Mobile phone charging.

The combination of mobile phone and solar power offers previously unconnected and unelectrified rural areas a reliable telecommunications network that could extend the benefits from communication channels, that are currently only available in urban areas, out to the bush.

4. Promoting Volunteerism and volunteering.

• Local Volunteering

Volunteerism is intrinsic to human nature, it is in our nature to solidarise, empathise or symphathise with someone in need of help, we often do this without intending to gain, but nevertheless we always do gain, at least by feeling good that we were able to put a smile on someone’s face. Traditional societies reflect this.

However with globalization comes the spread of the market, cash and individualism as universal values, there is a shift from the common good towards self interest and self –preservation, even at the expense of others. To stem the tide and secure a future for the next generation we need to strike a balance and reassert human values. We can help achieve this by bringing back the spirit of volunteerism and its related values, such as Solidarity, empathy and sympathy.

Traditional Community Action and volunteering

Volunteerism is well rooted in our African societies people have lived for years in small rural communities organized along primary social groups, such as clans, kingdom and lineages. By the ninetieth Century, these communities had evolved and established structures and institutions that provide social support and “safety nets” In times of emergency these institutions mobilized communities, pooled resources and provided relief and care for those affected.

Individuals were connected to the large community and most labour intensive activities were carried out collectively. Communal tasks were voluntarily and each able bodied and mature member of the community was allocated specific functions to be performed for the general welfare of the society. Collective community action centered on funerals. In some communities these activities still provide the best examples of community action and volunteering.

• Kenya Diaspora Volunteering

CAWD is working with other organisations and communities interested in Volunteering in developing structures that will engage in mobilizing and sensitizing local communities and recruiting volunteers from among the Kenyan education, health and other professionals now in the Diaspora for specific projects within Kenya. It is obvious to us that these highly skilled professionals are capable of making a significant contribution to the Kenyan economic development if a favourable mechanism/forum is provided for them.

Note: -

Replicating to other places

The established structures will be the vocal point for ICT enabled projects for farmers, teachers, students, health workers and the immediate community. Later its activities will be replicated in other communities by establishing such other structures addressing unique needs identified in those communities.

Conclusion An investment in information technology in our communities is no doubt an investment in the future of our children and in the future of our Nation.

If a country is to be internationally competitive it is essential that its labour force is able to utilise and harness the advantages of ICTs. If the education system fails to enable people to do this it also fails to meet the needs of the country and its economy.

Tomorrow‘s leaders, the managers and administrators of government, hospitals, schools, agriculture, tourism and commerce, must be able to fully utilise the benefits of ICT.

Letter to Mendenyo, October 3, 2007

For those don't have info about what i am coming from and do, my greatest interests are ICT4 development and education, I worked in Nigeria for 4 1/2 years initially 2 years as a VSO Volunteer and Project manager, that i helped established the COL/IITA supported Community Information Center - Farmers project in Ago - Are, later i moved to Fantsuam Foundation as their Project Manager and CawdNet (CAWD Network) National Coordinator in Nigeria the time Pam (TT Course developer), John Dada and I worked together on the first Teachers Talking at Fantsuam Foundation and i coordinated another COL supported project - Solar Cooking and the impact of videos in distance learning.

I decided to relocate back in Kenya mid last year (2006) and started developing/establishing a programme that can build a transnational collaboration with friends, organizations and contacts i made out there to replicate and build on the experiences and ideas earned overtime through what Janet refers to CAWD -Kenya.

Our (Charity for African Welfare and Development - CAWD) first project in Kenya is the Teacher Talking (TT), a training for teachers about ICT's that enables them to share with colleagues, pupils, communities and build their professional (Professional development). The TT Project has involved 28 schools in community, schools and other stakeholders consultation on ICT's and Education, ICT4 Education awareness, basic ICT Training workshop and six months Online discussion meetings.

In Kenya, we've planned to establish Community Learning Information and Communication center (CLICC) programme that will coordinate/facilitate ICT based quality formal and informal learning/education and development projects in rural communities, such projects are Agriculture, Women, Health, Water and Environment and Youths, coordinated fully by the locals.

The first TT Kenya team is doing local research collecting evidence of need through reports, lists (names) of indicated interest of ICT skills by their colleagues, need for Community Learning Center that facilitates ICT enabled training and development in Kangundo District, these will be communicated during TT meetings and online discussions.

The whole district has over 50 secondary schools and one higher education institution established by the Catholic church, the Holy Rosary College, this is the place we conducted the TT Kenya training workshop and will be having our monthly meetings until we have our center, it is affiliated to Jomo Kenyatta University of Agriculture and Technology, the college offers secretarial studies and CISCO based IT courses, this the only place where we have Internet connectivity in the whole District, some of the teachers during the training and to attend the meeting travel 20km to the college from their schools. The challenges we are facing is that we pay for their accommodation and Internet connection very expensive rates because its the only one, there is little space and cant have full access of facilities because of students, sometimes when power goes we cant have the generator on, coordinating their staff to assist is difficult because we have no authority over the place and its located at the farthest end of the district near Nairobi abit urban not reaching the real rural schools and communities.

We have around 10 schools those have at least one computer and lack well trained staff to maintain and offer quality ICT education, the schools hire outsiders to advise, install, train and maintain their systems, these outsiders are quit commercial and have no interests in building/developing a sustainable ICT based education system.

We believe CAWD -Kenya with other interested partners is capable of developing a programme run by teachers (education expertise) and community development activists/thinkers that facilitates/coordinates ICT education and development in rural schools and communities.

Just a personal opinion/suggestion, i think we need to look at ways of facilitating a well structured online and may be a F2F meeting (with agenda) at the E-Learning 2008 Conference to discuss a well thought ideas on common areas of interest and concerns that will be able to consider addressing common needs, sharing our strengths and expertise and building common working groups.

Welcome all, lets join efforts and make the change.

With kind regards,

David Mutua TT Kenya Project Manager and Coordinator CAWD Regional Coordinator and Returned VSO Volunteer.

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Messages

Andrius: David, would you like to set up your volunteering group as a working group of our MinciuSodas laboratory in the PublicDomain based on your deepest value? We could think about that. YES PLEASE Andrius

David, great. Please add this to your group description: VSO Jitolee is a worknet led by David Mutua of the Minciu Sodas laboratory. http://www.worknets.org Please note our rule: Your original content which you send to our group enters the PUBLIC DOMAIN whenever your letter does not explicitly state otherwise http://www.ethicalpublicdomain.org

AndriusKulikauskas July 31, 2007 17:56 CET And David please go here http://groups.yahoo.com/group/vsojitoleervs/settings?mode=8 and edit the "Subject Tag and Footer": http://groups.yahoo.com/group/vsojitoleervs/settings?mode=14 Your footer should include the sentence: Please note our rule: Your original content which you send to our group enters the PUBLIC DOMAIN whenever your letter does not explicitly state otherwise http://www.ethicalpublicdomain.org Thank you!

Also, David, do you have an investigatory question? A question that you don't know the answer to, but wish to answer? AndriusKulikauskas July 31, 2007 22:37 CET