Title: Community Multimedia Centres in Mozambique: a Map
Editors: Isabella Rega, Lorenzo Cantoni
Pages: 13 pp.
Publisher: NewMinE Lab: New Media in Education Laboratory of the Università della Svizzera Italiana, University of Lugano
Date (published): 09/12/2011
Date (accessed): 12/12/2011
Type of information: white paper
Language: English
On-line access: yes (pdf, needs registration)
Abstract:
"Community Multimedia Centres (CMCs) in Mozambique have been setup for a decade and represent the most common model of public access to Information and Communication Technologies (ICTs) venues in the country.

This report briefly presents the history and typologies of CMCs in Mozambique, as well as an updated map of their current number and location. Finally, it casts a closer look to a sample of 10 CMCs, one per each province of the country, describing their context, cluster of services, technical instruments, group of people who manages CMCs and people who access them.
The information provided on the paper has been collected mostly in March – April 2011 within the field work of the project RE-ACT: social REpresentations of community multimedia centres and ACTions for improvement, a research and development project run by the NewMinE Lab: New Media in Education Laboratory of the Università della Svizzera italiana, University of Lugano, Switzerland, in collaboration with the Centre for African Studies and the Department of Mathemathics and Informatics of the University Eduardo
Mondlane, Maputo, Mozambique.

This report is addressed to researchers and practitioners in the ICT for Development (ICT4D) field, as well as to policy makers working in the area."

Title: Pedagogical Integration of ICT: Successes and Challenges from 100+ African Schools - 3rd edition
Authors: Thierry Karsenti, Simon Collin and Toby Harper-Merrett
Pages: 349 pp.
ISBN: 978-2-923808-16-1
Publisher: IDRC
Date (published): 18/11/2011
Date (accessed): 19/11/2011
Type of information: research book
Language: English
On-line access: yes (pdf)
Abstract:
"The PanAfrican Research Agenda aimed to better understand how the pedagogical integration of ICT can improve the quality of teaching and learning in Africa.
In the first project phase, national research teams gathered data on the educational use of ICT in 13 countries: Ghana, Gambia, Senegal, Central African Republic, Uganda, Mozambique, Mali, Kenya, Ivory Coast, Congo, Cameroon, and South Africa, and Zambia. Data were collected according to a mixed-method approach, using quantitative data (e.g., questionnaires) and qualitative data (e.g., interviews, observations) on how ICT were integrated into education. In all, 120 schools, 800 school administrators, 8 940 teachers, and 242 873 students participated in the project.

Phase 1 of the PanAf project primarily involved collecting 20,000 pieces of data following a rigorous indicator procedure that was determined based on the literature as well several meetings between the researchers from the participating countries. All the gathered data are available on the Observatory for the pedagogical integration of ICT at www.observatoiretic.org (briefly presented in section VI).

Analyses of the raw data are also provided at the Observatory, and are available not only to PanAf researchers, but to all researchers in Africa and around the world. The clear advantage of these data, beyond being freely accessible at all times, is that they allow a deeper understanding of Africa's ICT policies and a greater awareness of the impacts of ICT on learners and educators. Note that these data frequently highlight gender issues and uncover inequalities throughout education systems. Last but not least, phase 1 of the PanAf project has fostered the development of research skills in the project teams."

Title: Rural Mozambique gets Internet, mobile services
Author: Dammiao Dimingos
Source: IT News Africa
Date (published): 28/07/2011
Date (accessed): 28/07/2011
Type of information: article
Language: English
On-line access: yes (HTML)
Abstract:
"Mozambique’s Science and Technology ministry has signed a Memorandum of Understanding (MoU) with Mozambique’s Mobile Cellular (MCEL), to roll out community multimedia centers in the rural areas.

MCEL will provide Internet access, worth MZN 7.2 billion meticals (about US$255 million) to Mozambique’s six districts.
Teodato Hunguana, Mcel Mobile Board President, says the partnership between MCEL and the Mozambique government will provide Internet services, video courses, manuals, technical and professional skills development, and equipment for the training of local trainers."

Title: Open Access and Open knowledge production processes: Lessons from CODESRIA
Author: Francis B. Nyamnjoh
Pages: 6 pp.
ISSN: 2077-7205
e-ISSN: 2077-7213
Source: The African Journal of Information and Communication, Issue No 10 (2009/2010)
Publisher: Learning Information Networking and Knowledge (LINK) Centre, Graduate School of Public and Development Management, University of the Witwatersrand
Date (published): 25/02/2010
Date (accessed): 28/04/2010
Type of information: peer-reviewed article
Language: English
On-line access: yes (pdf)
Abstract:
It is common in discussions of open access to limit the issue to publications and dissemination. This conflates accessibility with recognition and representation, and supposes that competing and conflicting knowledge systems and ideas would be equally available and affordable if room were created for multiple channels of accessibility. Such enthusiasm and euphoria, while understandable, do not adequately account for the prevalent power relations that structure knowledge production into interconnecting hierarchies at local and global levels.
CODESRIA has some lessons to draw on from its experience of the past 37 years – lessons about the need to privilege and prioritise recognition and representation of the perspectives, epistemologies, and contextual and methodological diversity that inform knowledge production globally and locally; and lessons about the need to widen our understanding and discussion of ‘open access’ to go beyond just enabling access to knowledge and research results through a multiplicity of dissemination possibilities. It is important to discuss opening access up to different races, places, spaces, cultures, classes, generations, disciplines and fields of study.
This review presents CODESRIA, and its ever-evolving publications and dissemination policy, as a possible model to inform and inspire institutions interested in a comprehensive idea of open access in an interconnected world of local and global hierarchies, where producing and consuming difference is part and parcel of everyday life.

Title: Reaction to the Gender Findings from Africa’s Access to Knowledge Research
Author: Kathleen Diga
Source: genderIT.org

Date (published): 22/02/2010
Date (accessed): 13/03/2010
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
GenderIT.org writer and a Research Officer at Canada`s International Development Research Centre, Kathleen Diga tracks the journey of the African Copyright & Access to Knowledge (ACA2K)research network to better understand the nature of African national copyright environments and their impact on equal opportunities for all citizens to access information, particularly in the realm of education. The author argues that the ultimate development goal of copyright law is to afford equal access to educational learning materials regardless of race, ethnicity, gender, disability or age. The law must be flexible in order to recognize existing or potential discrimination against vulnerable groups. For example income constraints are likely to discriminate against women more than men in efforts to access educational materials. It is a follow up to a previous GenderIT.org article, University women struggle for knowledge access in Africa.[1]

ACA2K's development research in eight African countries: South Africa, Mozambique, Kenya, Egypt, Ghana, Uganda, Senegal and Morocco, reflects on empirical evidence in order to find ways to ensure improved and equal opportunities for all citizens to access information, particularly in the realm of education. The project team investigated whether copyright laws in the study countries are designed in a way that is likely to help or hinder access to materials, particularly for university use, and whether in practice such laws are being followed -- or can realistically be followed given the varying contexts African learners face.

Title: World Bank Board Approves US$ 151 Million to Extend Affordable Communications Services to Malawi, Mozambique and Tanzania
Source: World Bank
Publisher: World Bank
Date published: 25/06/2009
Date accessed: 03/07/2009
Type of information: news release
Language: English
On-line access: Yes (HTML)
Abstract:
The World Bank’s Board of Executive Directors today approved an International Development Association (IDA) credit of US$151 million to extend access to affordable communications services to Malawi, Mozambique and Tanzania. This is the third phase of the Regional Communications Infrastructure Program (RCIP) – a US$424 million regional program that will increase the availability of reliable communications services for citizens, businesses and governments in Eastern and Southern Africa. Under RCIP 3, Malawi, Mozambique and Tanzania will receive US$20 million, US$31 million and US$100 million respectively.