Edition 20, November 2013

the institutenewsletter

The Institute responsible for e-skills human capacity development is a national catalyst, facilitator and responsive change agent in the development of SA, within the globally evolving information and knowledge-based environment, by leading the creation of key e-skills development strategy, solutions, practices and the implementation thereof, to benefit the total population. The Institute focuses primarily on four components: research, teaching and learning, innovation and a monitoring and evaluation framework.

p1 Call for expressions of interest – Case Study Methodology Workshop

p2 Addressing development through e-skills

p3 Promoting e-skills and entrepreneurs through mobile app development

p4 Evidence-based e-skills research to assist with impact

p5 CoLab thematic areas

p6 e-Enabling effective service delivery throughevidence-based research

p7 NDP Priority Areas supported by NeSPA 2013

p8 Why the focus on e-skills human capacity development

p9 The Institute in the news

p10 Taxonomy for e-skills

p10 Contact the Institute

p11 Partners in the Institute’s multi-stakeholder collaboration

innovativeresponsivedevelopmental

enablercollaborative

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Premier e-skills research event

The Case Study Methodology Workshop

See p1 for more information and the invitation.

Edition 17, 2013page 5

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Case Study Methodology Workshop

The Institute responsible for e-skills human resource capacity development is hosting a 4 day training workshop on the Case Study Methodology in Strand, Cape Town, from 21-24 January 2014. This is in collaboration with the Informing Science Institute, an international association that draws people together (who teach, research and use ICT) to inform and share knowledge with others.

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Call for expressions of interest

Who is the lead facilitator?Dr Grandon Gill, a Professor in the Information and Decision Sciences, College of Business, Department at the University of South Florida, USA, is the leading figure in case study methodology. He has conducted numerous high-level training courses, including with the United Nations and governments in Germany and Vietnam.

Why you should learn more about case study methodology?

1. It is a practical and highly relevant means of assessing complex real-life situations and developing growth strategies.

2. It has great relevance in helping South Africa maximise the benefits that ICT brings to business, education and service delivery. This can assist in delivering on the National Development Plan.

3. It is an internationally acclaimed approach to research:

• It forms the cornerstone of much of the postgraduate research at Harvard and other high profile international universities.

• It attracts strong interest and support from business and government service delivery Who should go? The Institute is calling

for expressions of interest from senior managers in government, business, education and civil society.

When and where? 21-24 January 2014 in Strand, Cape Town.

Applying? Interested parties should apply by clicking on www.esi-sa.org/events/ and completing the registration process. They need to:• Outline their current position• Current responsibilities • Scope a potential ‘real life’ case

study that can be applied in a work-based or community setting

Places are limited. Acceptance will be based on the alignment of the proposed case study to capacity building for an emerging socio-economic environment increasingly impacted by modern ICT.

Cost? Costs have been kept to a minimum of R2 800 for a 4 day course. Accommodation to be arranged by delegates. (Find payment details and a list of possible accommodation on www.esi-sa.org/events/.)

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The workshop will lay the framework to develop work-based case studies for policy development,

implementation, evaluation, teaching, research

and publication.

Addressing development through e-skillsUniting around a common pillar to fight poverty and inequality, creating an inclusive economy, and building capabilities

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If South Africa is to address its socio-economic challenges (such as eliminating poverty, reducing inequality and

promoting economic development) then citizens need to be capacitated and skilled to participate in the development of themselves and of the economy. However, this needs to be done with a focus on the future, and the future is digital.

Deputy Minister of Communications, Ms Stella Ndabeni-Abrahams, addressed PR and Communications B-Tech students on the topic of future opportunities, particularly in the context of ICT, as part of a series of career development imbizos. The emphasis was not only on individual opportunities but on addressing socio-economic challenges through harnessing the potential of ICT.

The public lectures and a career expo were held at Walter Sisulu University, Eastern Cape, on 8 November 2013. The Institute’s ICT for Rural Development CoLab: Eastern Cape is also located at the university.

Need for e-skillsICTs are an important facet in shaping a country’s development and the vision of the Department of Communications (DoC) is to build an information society. However, there is a dearth of e-skills and Deputy Minister Ndabeni-Abrahams wanted the students to know the importance of e-skills and the essential opportunities they provide.

Through the framework of the National Development Plan, the DoC has developed a road map to fulfil the National Development Plan’s aim of an e-literate society by 2030. To execute the e-skills agenda, the DoC will be launching the Ikamva National e-Skills Institute.

The Deputy Minister noted that the primary focus of the Institute “is to engage with a wide network of stakeholders to develop a collaborative and integrated national policy with respect to e-skilling the nation for equitable prosperity and global competitiveness”.

Further programmesThe DoC has a number of ICT programmes that provide opportunities for the youth. These include:• The e-Cadre Programme, the flagship national

youth service programme in support of the Youth Development and ICT Strategy.

• The Broadcast Ambassadors Programme, a national

youth service programme aimed at exposing young people to the entire broadcasting value chain. The intention is to demystify the sector as having opportunities only limited to presenting and acting.

• The Digital Storytelling Project is part of the e-Social Cohesion Programme (implemented in partnership with Gauteng Department of Education – Tshwane District,

The Institute responsible for e-skills human capacity development engaging with Walter Sisulu University students

Deputy Minister of Communications, Ms Stella Ndabeni-Abrahams

Microsoft SA and the Department of Arts and Culture). This project seeks to promote self-reflection by young people on what keeps the community together and what divides it. The project also aims to motivate young people to be content developers, thus supporting digital migration and the Local Content Strategy.

• The ICT Tools Programme which will focus, for the initial phase, on providing accessible work stations in 15 FET Colleges and Universities of Technology.

There is also significant potential, in terms of job and business opportunities, in the DTT migration. “As an example, there are opportunities for STB installers, retailers and call centre agents; amongst others,” said Ndabeni-Abrahams. There will be training for unemployed graduates in STB installation and maintenance and Sentech recently launched the DTT gap filler – Freevision. The Freevision platform encourages the entry of SMME single channel broadcasters into the mainstream television broadcasting sector. This is to encourage the opening up of the market.

ICT and opportunityWhile economic challenges exist, it is clear that the ICT sector holds countless opportunities both in terms of employment and business opportunities. Not only do policies and programmes need to focus on the youth and unemployment, but the youth need to really pay attention to this sector. As Ndabeni-Abrahams notes, the ICT sector is ‘open for creativity, innovation and entrepreneurship”.

Edition 20, 2013page 3Promoting e-skills and entrepreneurs

through mobile app development Uniting around a common pillar to fight poverty and inequality, active citizenry and building capabilities

Mobile apps are part of creating a universe of smart applications. They serve a variety of contexts from

business and personal to service delivery. Developing mobile apps is part of creating an ecosystem, one that also provides a platform for local talent to fill the gap in South Africa’s e-skills needs. As part of this ecosystem, the Institute for e-skills human capacity development has also created mobile application factories at a number of its provincial e-skills CoLabs.

The first Cape MAD Challenge prize givingThe Mobile Application Development (MAD) Challenge was run for the first time by the e-Inclusion and Social Innovation CoLab: Western Cape. It involved 60 learners from four Western Cape Schools and one FET College. It

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was aimed at Grade 10 or 11 learners with a keen interest in technology, challenging them to create their own mobile applications in 10 weeks.

A prize giving event was held on 11 November 2013 at the University of the Western Cape where the CoLab is based. The competition, run in partnership with BlackBerry, aims to encourage learners to embrace the career choices and entrepreneurial potential of the ICT industry. Learners were selected to take part in the competition based on their individual application forms and academic performance.

The mobile apps were judged on the creativity and entrepreneurial content of the idea, usability, functionality, completeness, business value motivation, and programming skill. Winners received BlackBerry smartphones.

Following are the mobile apps that were developed.

CV Creator (1st place)By Jaco Duplooy - Hermanus High School

CV Creator provides the user with a form to complete. It then generates a CV (Curriculum Vitae) that is emailed to the user as a PDF document. The app keeps the details of users. This allows users to come back any time and update their CV.

HomeworkAside (2nd place)By Jonah Swain, Matthew van der Westhuizen, Dante Davids and Nicholas Penny - Cedar House School

HomeworkAside is designed to help learners remember their homework assignments. Teachers can set assignments and send homework details and reminders to learners. Learners are able to receive homework assignments and to manage their diaries with calendar reminders.

PetroAPP (3rd Place)By Michael Ellis - Northlink College

This app was inspired by the current fuel costs in everyday life. It calculates the user’s fuel index. Included in the app is a calculator that works out the amount of litres of fuel used based on the current fuel price. The app then evaluates the fuel usage and directs a response respective to the fuel usage. It then provides the user with basic guidelines towards improving fuel consumption.

Delivery App (4th place)By Christo Brink, James Pretorius and Cheslyn Moses - Northlink College

This is a food delivery app. The user is presented with a list of restaurants and their menus. The user can then place an order and the food will be delivered to an address of their choice.

FirstAid First (5th place)By Alvaro Peters - Northlink College

FirstAid First is a quick effective guide on what to do in first aid emergency situations. The user is presented with a screen that allows him or her to choose a situation. It then guides the user on how to treat the emergency or which contact number to call for assistance. Any emergency selected takes the user through a step-by-step process (with images) on how to handle the emergency.

JobApp (6th Place)By Siyathemba Gwe, Athenkosi Cetyana and Lwando Gqobho - Centre of Science and Technology (COSAT)

JobApp connects jobseekers with employers. Jobseekers can register and look for available jobs. Users can also connect to job-related websites (such as GumTree).

(Photos courtesy of BlackBerry)

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Dr Leona Craffert from the e-Skills CoLabpresenting to MAD Challenge

participants

Larry Pokpas from the e-Skills CoLab presenting to MAD Challenge

participants

Edition 20, 2013page 4Evidence-based e-skills research to assist with impact

Uniting around a common pillar to fight poverty and inequality, building capabilities, and leadership throughout society to work together to solve problems

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ICT application is dominating in the emergence of a knowledge society and there is a consequent increase

in the inequity of e-skills. Part of the solution to correct this inequity is an alignment between research and national and global societal goals.

The national Research Networks for e-Skills (ReSNeS) is a platform for multi-stakeholder partner collaborations on research to evaluate the impact of e-skills related activities. This is within the framework of the objectives of the Institute responsible for e-skills human capacity development, the Medium Term Strategic Framework (MTSF), Millennium Development Goals (MDG) and community needs.

Postgraduate e-skills research A number of postgraduate theses have been submitted in November 2013. These focus on e-skills topics and are from the Creative New Media Industries CoLab: Gauteng, based at the University of Pretoria.

Research on mobile government servicesMobile government or m-government refers to providing government services through mobile technology and mobile devices.

In the research paper on the ‘Assessment of e-Readiness for Mobile Government Services in South Africa’ (Yeshaav Naamdhew, BCom Hons Informatics), it was concluded that South Africa is technology ready for privacy and security concerns. However, there are skills lacking for organisation readiness. Furthermore South Africa is not environment ready as partners (mobile and wireless providers) do not provide adequate services needed to support m-government projects.

While urban users are ready for m-government and the culture promotes mobile technology, the research was conducted in an urban/sub-urban environment and cannot be considered a holistic view of the South African public. It is a snapshot of the status of m-government readiness at a point in time.

‘Analysis of South Africa’s m-government readiness for enhanced service delivery’ (Lambertus Steyn, BCom Hons Informatics) is an exploratory study that evaluates the m-readiness of the South African government to implement an m-government strategy as an extension of the current e-government strategy.

The majority of the sample group was urban youth and they indicated willingness to use m-government. The research indicated a clear need for transactional tasks where two way communication could be done through mobile devices. Respondents indicated a need for services such as m-payments (online payments), m-education (additional educational materials through mobile devices)

and m-licences (renewed and updated licences). Other services seen as vital are m-democracy and m-health.

The challenges of m-government in South Africa were identified as:

• Privacy and security• Accessibility• Infrastructure development• Payment infrastructure• Legal issues• Compatibility• m-digital divide

The most significant challenge is the m-digital divide. There are citizens that do not own a smartphone and do not have the required skills to use it to its full potential to gain value out of an m-government strategy. These people don’t experience the full benefits associated with the m-government approach.

It was also noted that the government is far behind in terms of adopting the new technologies to enhance service delivery.

In ‘Understanding mobile government user participation in South Africa: a social influence perspective’ (Martin Masika, BCom Hons Informatics), the research looks at finding out whether the social influence

perspective plays a role in enhancing m-government participation. Using social influence theory, the research noted that:

• If a citizen has an intention to use m-government then the chances are very high that they will end up using m-government services.

• The opinions of people that citizens consider being important have a significant influence on their m-government participation.

• Social identity doesn’t have a significant influence on the use of m-government services.

• The values and beliefs of the community have a significant effect on a citizen’s m-government participation.

The research was limited to the urban environment using an affluent sample group and future research is needed looking at a broader range of South Africans.

Research on ICT4DICT4D refers to ICT for development. Both the research papers below look at the assessment methods for these types of projects.

In ‘Identifying the methods that exist to assess the impact of ICT4D projects on the larger community’ (Joan Mwenda, BCom Hons Informatics), the research notes that developmental impact can be realised in various forms, such as an increase in education level, income generation and employment opportunities. The effects on those directly

“...there is a lack of knowledge about how to apply ICT within [the South African Film and Animation Industry]... It indicates a gap in the education system where there is little to no linking between ICT and creative industries.”

Edition 20, 2013page 5[continued] Evidence-based e-skills research

to assist with impact

involved can be assessed in terms of numbers of people trained, numbers of tablets given etc.

However, the research was intent on identifying methods to assess the impact on people not directly involved in the projects as beneficiaries, but part of the larger community.

Some of the existing ICT4D assessment methods include:

• Sen’s Capability Approach identifies if the project’s outputs align with individual capabilities and functioning (the ability to achieve).

• Sustainable Livelihood Framework identifies if the project outputs or outcomes improve the livelihoods of individuals and if these are sustainable.

• Telecentre Framework identifies if the local community makes use of the access in order to improve their livelihoods.

There is limited use of existing methods to assess the development impact of ICT4D projects on the larger community. The research notes that there is an opportunity to adapt new theories and models to develop methods that can be used to assess the development impact not only on the individual but on the community as a whole.

It is also noted that countries should share best practices related to the contribution of ICT in enhancing community-based projects in order to establish new frameworks or improve on existing frameworks to assess developmental impact on the larger community.

‘Investigating the use of ICT4D impact assessment frameworks in rural Eastern Cape’ (Akhona Samson, BCom Hons Informatics) attempts to address the challenges that the South African government faces when evaluating ICT4D projects. It notes that merely using impact assessment is not enough since it only looks at the direct impact as opposed to the broader impact. Furthermore, the different frameworks for assessing ICT4D mostly focus on short-term goals.

A number of frameworks were identified:• Sustainable livelihood approach• Assessment of ICT pilot projects• The alternative evaluation framework• e-governance framework

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• Sen’s capability framework• Rural ICT Comprehensive Evaluation Framework

(RICT-CEF) - most commonly used framework in the Eastern Cape

The research proposes an e-governance framework to be used with existing impact assessment frameworks to ensure more phases are covered.

Research on the South African Film and Animation IndustrySouth Africa has been unable to keep up with the growth in the global film and animation industry. ‘ICT Skills in the South African Film and Animation Industry’ (Neliswa Nkosi, BCom Honours Informatics) looks at how ICT can enhance this industry. In other words, how can ICT be used to bridge the gap and increase South Africa’s competitive advantage?

It is noted that the Indian film industry made it on the international scene when they introduced digital technology. Beyond digital technology, there is also the adoption of ICT skills (e-skills) in organisations within the industry.

The research notes that the South African film and animation industry does use ICT but not efficiently or effectively. Current ICT skills (e-skills) required are python programming, high-end network skills, hardware skills and rendering skills. The research finds that production companies are under-utilising the technology.

Currently, ICT students do not intend to move into the South African film and animation industry. Thus there is a lack of knowledge about how to apply ICT within this industry. It indicates a gap in the education system where there is little to no linking between ICT and creative industries. There is also no relationship between drama and ICT, and drama departments do not recognise it as a required component.

The research motivates that ICT skills (e-skills) could be used more effectively and that e-skills need to be identified both from production companies and IT companies. Innovative ICT people are being left out of the equation. Further research needs to be done in linking drama and ICT to produce competitive individuals in the industry. END

CoLab thematic areas

Western Cape CoLab: e-Inclusion and Social Innovation

KZN CoLab: e-Enablement of Effective Service Delivery

Eastern Cape CoLab: ICT for Rural Development

Gauteng CoLab: Creative New Media Industries

Limpopo CoLab: Connected Health

Southern Gauteng/Northern Cape CoLab: e-Literacy and e-Business (knowledge economy and e-social astuteness)

Edition 20, 2013page 6e-Enabling effective service delivery through

evidence-based research Uniting around a common pillar to fight poverty and inequality, an inclusive economy, building capabilities, a capable developmental state and leadership throughout society to work together to solve problems

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As cities grow due to urbanisation there are high demands placed on infrastructure and resources.

Consequently, the management and governance of a city becomes increasingly complex as services expand.

The e-enablement of effective service delivery is a core theme on the e-skills agenda. It is also the primary focus of the e-Enablement of Effective Service Delivery CoLab: KZN based at the Durban University of Technology (DUT).

Professor Oludayo Olugbara gave an Inaugural Lecture at DUT on 20 November 2013. It was titled ‘Smart Cities in a complex hyperconnected world’. Prof Olugbara is a part of the e-Enablement of Effective Service Delivery CoLab: KZN and a member of the national Research Network for e-Skills (ReSNeS).

The following information was part of the Inaugural Lecture. Of particular interest is the research that has been developed around the smart cities concept.

Smart cities in a complex hyperconnected worldMost cities across the world have tried to enhance operational efficiency in their major sectors, such as education, energy and health. However, the majority of city functionalities are human centred and are inadequately supported by technology applications. The future is in smart cities and intelligent environments, where technology can create a better living space.

Prof Olugbara uses Caragliu’s definition as a way of describing smart cities: “A city is smart when investments in human, social capital, transport and technology fuel

sustainable economic development, improve quality of life and optimize resource utilization through participatory action.”

The idea of a smart city is to make cities into a web of independent systems. However, the hyperconnectivity approach to city planning means that the major amenities (such as traffic, power and water) interact with each other. The intention is to optimise city processes.

A smart city also relies on e-skills, as well as new products, applications and services.

Applications and devices as part of the smart cityGlobally there has been a drive to develop applications that assist with various service and health issues such as environmental pollutants. An example is the pocket-sized and portable particle counting robot, Airbot, developed by Carnegie Mellon University. This device monitors airborne pollutants/particulates that can cause respiratory problems.

WaterBot, also developed by Carnegie Mellon University, is used to test water quality. It uploads pollution data at high frequency to the web via a ZigBee module and keeps everyone who lives near the water source informed.

The Lapka Incorporation has created Lapka, a set of environmental sensors that plug into an iPhone. These detect radiation, electromagnetic feedback and nitrates in raw foods, as well as temperature and humidity. It gives environmental data and tells if food is organic.

South African evidence-based researchProf Olugbara started the Travel light project in 2009. The focus is on having the necessary information to support decision making anywhere anytime. The goal is to use mobile technology, imaging interface and machine intelligence to support the process of decision-making anywhere anytime.

Part of the project includes TellMe. This connects mobile users to shops in order to assist the users identify shopping items at reduced costs. It is proximity based and uses imaging interface as the input modality. It is a thin client and thick server, user based, shopping recommendation

Prof Oludayo Olugbara gave an Inaugural Lecture on ‘Smart Cities in a complex hyperconnected world’

Hyperconnectivity The notion of hyperconnectivity considers communication between real-world entities through a network, connecting an entity to a set of infinite resources. It extends the Internet of Devices to the Internet of Things. It also embraces ambient intelligence, embedded computing, cloud computing, mesh network and high-speed mobile broadband internet.

This communication can be:• Machine to Machine (M2M) also known as

ambient technologies such as sensor, RFID and WiFi

• Human to Machine (H2M) also known as perceptual technologies such as voice command, gesture control and facial recognition

• Human to Human (H2H) also known as phatic technologies such as Facebook and Twitter

Hyperconnectivity allows for proxy where objects with limited storage and processing capabilities can rely on cloud proxy servers to provide services.

latent features arising from mobile short messaging communication for automatic discovery of a user’s interest.

• An e-learning cloud has the potential to mitigate the challenges of rural e-learning sustainability. Cloud computing technology can address the escalating costs and restricted access to quality education. The e-learning cloud delivers education and educational resources as a service, thereby improving accessibility.

There is also research in progress around govConnect. The goal of the work is to connect government departments through a web application which is malleable to support real-time sharing of data that can be stored in any kind of database. Connecting government departments is important for improving service efficiency. The web application uses the principles of the Hippocratic oath to ensure data security and privacy.

Towards the futureProf Olugbara says that smart hyperconnectivity will improve urban efficiency and the standard of living in many ways. He notes that there is a need for the development of city policies to stimulate innovation, business and urban development. There is also a need for the creation of smart cities test-bed facilities across South Africa.

technology. Client access to a cloud server is based on a wireless network. A paper has been published on this research.

Other published research (that relates to smart cities as well as e-skills) includes:

• The gFrame architecture connects personal space and smart space to a health grid through a service proxy server and a grid middleware to improve access to healthcare services. The work suggests a mobile dynamic virtual environment for healthcare service provisioning.

• The Pervasive Healthcare System (PHS) uses the integrated ADXL345 accelerometer and Android Smartphone for real-time activity monitoring. Physiological data is collected and uploaded to a health server through GPRS or the Internet for analysis. The integrated accelerometer monitors real-time human activity, oxygen saturation and heart rate remotely. It was developed by one of Prof Olugbara’s Masters students.

• Cybersecurity through Latent Dirichlet Allocation (LDA), Social Network Analysis (SNA) and Machine Learning Methods (MLM). The activities of fraudsters on the Internet were monitored and proactively detected in real-time using a model developed by the researchers. A topic model was further developed based on LDA and SNA to extract

Edition 20, 2013page 7[continued] e-Enabling effective service delivery

through evidence-based research

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Pillar 2: Active citizenry

NDP Priority Areas supported by NeSPA 2013

Pillar 1: Unite around a common pillar to fight poverty and inequality

Pillar 5: A capable developmental state

Pillar 3: Inclusive economy

Pillar 4: Build capabilities

Pillar 6: Leadership throughout society to work together to solve problems

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We have come a long way – celebrating 20 years of freedomOn 27 April 2014, South Africa celebrates the 20 year anniversary of the country’s first democratic elections which included South Africans of all races. Initiatives will include events, celebrations and reports from all sectors on how far South Africa has come as a country since 1994.

Edition 20, 2013page 8Why the focus on e-skills human capacity development

Uniting around a common pillar to fight poverty and inequality, an inclusive economy, a capable developmental state and leadership throughout society to work together to solve problems

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The ITU released its ‘Measuring the Information Society 2013’ report in October 2013. The document provides

international ICT performance evaluation based on quantitative indicators and benchmarks. The information and statistical data creates a ‘picture’ of why South Africa

Deployment and adoption of ICT worldwideThere has been continued deployment and uptake of ICT worldwide. There has been a strong growth in both mobile internet uptake and in household access to the internet – the latter mainly in the developing world.

• Household access to the internet will reach 40% penetration rate globally by the end of 2013.

• According to ITU estimates, there will be 6.8 billion mobile-cellular subscriptions by the end of 2013 – almost as many as there are people on the planet. However, not everyone has a mobile phone.

• The other concern is that not all networks are 3G, which is necessary for mobile broadband and high-speed access to the internet. By end 2012, the percentage of the world’s population covered by a 3G network was around 50%.

• By end 2013, there will be an estimated 2.7 billion people using the Internet worldwide. In other words, there are still 4.4 billion people who are not yet online.

Mobile broadbandMobile broadband has been the fastest growing market segment over the past few years, with a 40% average annual growth (CAGR) since 2007.

• Growth is in both developed and developing countries. Subscriptions in developing countries have doubled over the past two years and now outnumber subscriptions in developed countries. In Africa, penetration rates will reach almost 11% by end 2013, up from 2% only three years earlier.

• The difference between developed and developing countries is significant with 75% penetration in the former compared with 20% in the latter.

• Another difference is that in developed countries, mobile broadband is often a complement whereas in developing countries it is a substitute to fixed-broadband services.

• The strong growth in mobile data traffic impacts on mobile networks with limited spectrum, and consequently has policy implications.

needs to create a shift regarding e-skilling human capacity development in order to increase its socio-economic position both locally and internationally. Following are some of the trends derived from the report.

Government policy environmentThe ITU notes that national ICT/broadband policies can stimulate the market, expand services and bring down prices.

• The government policy environment plays an important role by providing an enabling environment for development of the ICT market and the deployment of broadband infrastructure.

• Furthermore, ICTs are key enablers for social and economic development. Access and effective use of new technologies improves participation in new opportunities relating to employment, education, health, governance etc.

Consumer uptake trendsConsumer uptake trends are important for a number of reasons. Not only do they impact on the development of the content industry and internet-based companies but on the development and delivery of online public services. For all of these to be successful, there needs to be a critical mass of potential consumers online.

• The ITU report uses the base indicator of number of households with access to the internet as a way to monitor consumer uptake. This has increased in all regions, but there is a large difference between developed countries (with a penetration rate of almost 80%) and developing countries (with a penetration rate of 28%). The lowest rate of household internet penetration is in Africa at a penetration rate of 6.7%.

• A comparison between households with internet access and households with computers shows that the ratio has been falling steadily. It is almost 1:1 in developed countries. In Africa, the ratio is the highest (at 1:1.5). It reflects the shift in the type of internet access devices used in households. These are no longer limited to computers but increasingly include other devices, such as smartphones.

Edition 20, 2013page 9ICT trends

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Broadband uptakeThere is a strong link between broadband uptake and broadband affordability.

• As prices drop, so more people invest in broadband.

• Fixed-broadband is still unaffordable for most people in developing countries.

Internet usageInternet usage statistics look at access to the internet from anywhere. The ITU estimates that, by end

• 2013, almost 40% of the global population, and 31% of the population in developing countries, will be online.

• In Africa, internet user penetration has doubled over the past four years, and is set to climb to 16% by end 2013. The growth of mobile-broadband services in many African countries has driven this trend as it lowers the price of internet access.

Impact on economic growthFrom 2007 to 2011, total telecommunication revenues grew by 12%, climbing to USD 1.8 trillion.

• Over the same period, the developing countries’ share of total telecommunication revenues increased from 26% to 30%. This highlights the growing importance of the telecommunication sector with regards to economic growth.

The Institute in the news• The Director of the e-Enablement of Effective Service Delivery CoLab, based at the Durban University of

Technology, was interviewed on ‘Walk the Talk’, Lotus FM on 15 October 2013 about parent’s internet challenges with their children.

Fixed (wired)-broadbandThe uptake of fixed (wired)-broadband continues to grow but more slowly than mobile broadband. However, growth in developing countries continues at double digit rates.

Edition 20, 2013page 10Taxonomy for e-skills

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An e-skills taxonomy is more than just definitions. The e-skills agenda requires a shift in thinking with outcomes such as changes in policy. The terms used are part of creating the

environment for this shift. Following are definitions to some of the words that form part of the e-skills taxonomy.

For more information about the Institute, contact:• Mymoena Sharif,

mymoena@doc.gov.za• Follow us on Twitter: #eskillsSA2013• www.esi-sa.org

e-Astuteness The capacity to continuously appropriate the technology into personal work, education, business, social and family contexts for both personal and collective benefit.

e-Astuteness is defined as a knowledgeable capacity, based on personal and interpersonal skills, that involves:• Understanding people and situations• Building alignment and alliances• An acute understanding of strategic direction• Applying strategic behaviour

e-Astuteness allows individuals to take personal advantage of ICT through the appropriate e-skills in social or economic situations. (Building social connections is an example of a social situation and obtaining a job or starting a business is an example of an economic situation.)

e-Astuteness does not necessarily depend on formal education or high levels of literacy.

e-Literacy e-Literacy is the ability of individuals to use digital tools and facilities to perform tasks, to solve problems, to communicate, to manage information, to collaborate, to create and share content and to build knowledge, in all areas of everyday life and for work.

e-Skills The ability to use and develop ICTs within the context of an emerging South African information society and global knowledge economy, and associated competencies that enable individuals to actively participate in a world in which ICT is a requirement for advancement in government, business, education and society in general.

e-Social astuteness e-Social Astuteness is defined as the use of ICT and e-skills for more astute ways of people interacting with others, which include:• Social interactions• A level of awareness and understanding of diverse social situations• The various alternatives open to them for response

e-Astuteness focuses on individual benefit whereas e-social astuteness focuses on interacting with others for group benefit.

the institutenewsletter

Partners in the Institute’s multi-stakeholder collaboration

The Institute responsible for e-skills human capacity development is a national catalyst, facilitator and responsive change agent in the development of SA, within the globally evolving information and knowledge-based environment, by leading the creation of key e-skills development strategy, solutions, practices and the implementation thereof, to benefit the total population. The Institute focuses primarily on four components: research, teaching and learning, innovation and a monitoring and evaluation framework.

Edition 20, 2013

Please note that this list will be extended as there are Memorandums of Understanding in progress across all sectors.

page 11

education

government/South Africa

civil society

business

global developmental partners

Kenya Rwanda

www.esi-sa.org