Financial Policies and Procedure Manual

The manual sets out the principles involved in the management of GESCI’s finances and gives some indication of how they are to be applied.

AKE III - What 21st Century Students need from their Education Systems

Concept note: Building Leadership Capacity for ICT and Knowledge Societies in Africa

In 2010 GeSCI, working together with the African Union Commission (AUC) and other African partners, will engage in the development of an African Leaders in ICT (ALICT) programme designed to intensify activities to implement the African Regional Action Plan on the Knowledge Economy. The ALICT programme is based on the African Regional Action Plan for Knowledge Economy (ARAPKE) and is well aligned with the framework of the EU-Africa Strategic Partnership 8th on Science, Information Society and Space (Africa-EU P8).

African Leadership in ICT and Knowledge Societies: Issues, Tensions and Opportunities for Learning

This paper examines leadership development within the context of the African Leadership in ICT programme. The paper assesses knowledge society and leadership issues, tensions and opportunities for learning based on desk and field research related to: the knowledge society, leadership and issues in the global context; the knowledge society pillars, leadership and issues in the African context; leadership development approaches for the knowledge age; and a four country needs assessment for African leadership in ICT and knowledge societies.

African Leadership in ICT Model Document 2013

The African Leadership in ICT course is a public sector leadership capacity building initiative for the advancement of knowledge societies across Africa.

Development of 21st Century Skills for Innovation and Enterprise

Exploring the role of Informal Learning Environments in the Development of Skills and Aptitudes for the Digital Creative Media Industries

State of Knowledge Society in Côte d’Ivoire, Niger and Senegal

Situational analysis and identification of needs in education, ICT, science, technology and innovation for sustainable development and knowledge society development in Côte d’Ivoire, Niger and Senegal

ALICT_Country_Stud_FR_Final___MH_TD.pdf

Analyse de la situation et identification des besoins de l’éducation, des TIC, de la science, de la technologie et de l’innovation pour le développement durable vers la société du savoir en Côte d’Ivoire, au Niger et au Sénégal

Education change, leadership and the knowledge society

This short paper builds on the premise that the emergence of knowledge societies—accelerated by information and communications technologies (ICT)—pressures education systems to help students develop 21st-century skills for life and learning. These challenges are especially daunting for schools in Sub-Saharan Africa.

Ministerial Round Table

Re-engineering Education and Training for Economic and Social Development in the 21st Century: A Focus on Technology and Skills Development in National Education and Training Systems in Africa

Skills for Employability: The Role of Information & Communication Technologies

ICT, Education, Development, and the Knowledge Society

This paper is one of a series prepared for the AUC capacity building programme, with a focus on ICT, Education, Development and the Knowledge Society. It focuses on understanding what a knowledge society is and exploring its relationship to ICT, Education, and Development. It thereafter considers trends in ICT integration in Education and Development and highlights some of the challenges in implementing ICT in education initiatives in Africa. Finally, some tentative recommendations on key issues are presented.

Innovation and change and the knowledge society

This background note attempts to offer an overview of some of the key elements that may be needed to build an innovative knowledge society in Africa. The note first highlights the current status and the challenges that hinder innovation and the development of a knowledge society in Africa. It then proceeds to provide framework elements that could be considered by policy makers seeking to promote innovation in their countries. Each of the elements described includes a number of examples drawn from the experiences of countries inside and outside Africa. It then highlights measures that could be used to promote innovation in the education systems given its importance in the knowledge economy.