Application of ICTs
in Africa:
Development ofKnowledge Workers
in Centres of Learning

John Muraguri Waibodhi

ATPS SPECIAL PAPER SERIES NO 11

Published by the African Technology Policy Studies Network (ATPS).
P.O. Box 10081, 00100 General Post Office, Nairobi, Kenya.

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ISBN: 1966 - 916 53 - 9

ABOUT THE AFRICAN TECHNOLOGY POLICY STUDIES NETWORKThe African Technology Policy Studies Network (ATPS) is a multi-disciplinary network of researchers, policy makers,
actors in the private sector and other end-users interested in generating, promoting, and strengthening innovative
science and technology policies in Africa. With a regional secretariat in Nairobi, the network operates through national
chapters in 17 African countries, with an expansion plan to cover the entire sub-Saharan Africa.
One of the objectives of the network is to disseminate research results to policy makers, legislators, the organizedprivate sector, civil society, mass media and farmers' groups through publications, dialogue and advocacy. Among its
range of publications are the Working Paper Series (WPS), Research Paper Series (RPS), Special Paper Series(SPS) and the Technopolicy Briefs. Papers published under the ATPS Special Paper Series are those commissioned
as concept papers, think pieces, leading conference papers and keynote addresses. In keeping with our knowledge
brokerage function, ATPS publishes, with permission of the author(s) or journal editors, papers (published, or
unpublished) produced by distinguished academics/researchers for a different purpose but judged by ATPS to be ofexcellent quality. These papers address significant policy questions relevant to the work of ATPS and/or support theSouthern voice or an African perspective. We also consider theoretical papers that advance our knowledge of scienceand technology policy issues.
ATPS is supported by a growing number of donors including the International Development Research Centre (IDRC),
the Carnegie Corporation of New York, the Rockefeller Foundation, the World Bank, the OPEC Fund, Ford
Foundation, Coca-Cola Eastern Africa, the African Development Bank, and the Royal Dutch Government.

Acronyms and Abbreviations
GDP
ICT
IT
KIA
KMTC
K-REP
KSTC
KTTC
KWFT
NGO
SME
TOT
TSC

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Gross Domestic Product
Information Communication and Technology
Information Technology
Kenya Institute of Administration
Kenya Medical Training College
Kenya Rural Enterprises Programme
Kenya Science Teachers College
Kenya Technical Teachers College
Kenya Women Finance Trust
Non-govermental Orgarnizations
Small And Medium Scale Enterprises
Trainers Of Trainers
Teachers Service Commission

Contents
Abstract

1

Role of Knowledge in Sectors of the economy

3

Knowledge Development Process in Centres of Learning

8

Development of Knowledge Resource Centres

10

ATPS Special Paper Series No.11

1

Abstract
For any economy, organization or individual to be competitive, the application of information communication andtechnology (ICT) is critical. Recent debates on the digital divide and its impact on emerging markets appreciate thatthe growth and application of technology in all facets of life is inevitable. Consequently, less developed soc
In Kenya today, gainful eieties must embrace the information age to survive. The UNDP Human Development Report(2001) strongly supports technology as an essential ingredient in any development effort, and it proposes that
subsequent interventions include technology of some kind.
Employment in the private and non-governmental organizations (NGOs) requires an appropriate level ofunderstanding of ICT, because of the growing use of the skill in conducting business. In the government, through theWorld Bank sponsored restructuring programme of the Department of Personnel Management, there is a move tooutsource non-core support activities and employ better qualified individuals, empowered with essential skills.
Development, as an individual or corporate, entrepreneur or employee, private or public body is becoming more
dependent on the knowledge base of its units. The “knowledge worker” is rapidly replacing the labourer as basic
activities are automated and consolidated by economies of scale because of globalization. Any economy,organization or government that misses this paradigm shift in human resource development will find it difficult tosustain growth and remain competitive.
The Kenyan economy is currently going through its worst post-independence recession, caused by politics,
government inefficiencies, donor support freeze, poor infrastructure, bloated civil service, deteriorating service
provision, among other factors. Some of these problems result from poor policies implemented in the 1980s and early
1990s, and also the simultaneous liberalization of several sectors of the economy. The overall effect has been
negative growth in several key segments of the economy with grim consequences for the people. The economy isexpected to grow by only 0.6 per cent this year, against the backdrop of -0.3 per cent decline in 2000. The Nairobi
Stock Exchange is at its lowest in eight years. According to sources from the Central Bank of Kenya:
Agriculture, which contributes approximately 24% of GDP, grew in real terms by 1% in the twelve months to May
2001 compared with a 2.4% decline in 2000. Growth of agricultural output, however, continues to be hamperedby poor infrastructure, high cost of inputs and low international commodity prices. The manufacturing sector,
which accounts for about 13.1% of GDP, continues to deteriorate. The sector declined by 1.2% in the twelve
months to May 2001 compared with a decline of 1.5% in 2000 and 1.0% growth in 1999. The building andconstruction sector, which contributes about 2.4% to GDP and has a direct impact on unemployment, declined inreal terms by 1.5% in the twelve months to May 2001. The decline reflected the high cost of inputs, particularly
fuel and power, and the decline in construction works undertaken by the government during the period. The
sector is likely to remain depressed for the rest of the financial year (2001-2) in view of government budgetary
constraints on public sector construction works. Trade, restaurants and hotels, which accounted for 12.7% ofGDP, is estimated to have grown by 0.8% in the twelve months to May 2001 reflecting positive developments inthe tourism sector. Data for January to June 2001 indicated a 27% increase in tourism earnings, although this is
now under serious threat due to ripple effects on global travel from recent terrorist attacks in the USA andsubsequent war in Asia. Government services, which accounted for 14.6% of GDP, grew by 0.7% in the 12

2Application of ICTs in Africa: Development of Knowledge Workers in Centres of Learning

months prior to May 2001. Finance, insurance, real estate and business services, which contribute 10.6% toGDP, grew by 0.8% in the period compared with 0.4% in 2000. (Source: Central Bank of Kenya).
The questions are:!
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How well prepared is the Kenyan economy and its work force to compete in the global economy?
What winning strategies are Kenyans employing to ensure proactive participation in the global stage?

ATPS Special Paper Series No.11

3

Role of Knowledge in Sectors of the
EconomyTo arrest the current economic decline, all stakeholders must look for long-term solutions, based on solid foundations,to ensure that the current Kenyan experience does not repeat itself. As Kenyans explore ways to uplift themselvesfrom a developing to developed country status, they must also take advantage of innovations that can assist them toleapfrog into the new economy. Ways of achieving this must be sought from every sector, individually and collectively.
It is, therefore, important that stakeholders in every profession learn new technologies and above all, apply them intheir activities.
Recognizing the interdependency and importance of each sector of the Kenyan economy allows for development ofefforts that will assist each one of them to attain full potential. This paper explores ways of developing “knowledge
workers” in the key sectors of the economy by incorporating ICT into their areas of expertise. The paper also targets
industry-specific centres of learning where stakeholders master new technologies, to become better equipped toserve as trainers of trainers (TOTs) on the application of technology in their occupations.
The ICT training offered to the TOTs would comprise mainly of the use of technology to gain knowledge. The focus ison how to apply ICTs in research, documentation, collaboration and dissemination of information and technology, incontrast to basic computer skills. Although some degree of basic computer training is a requisite in the early stages,
the main emphasis is on how to tap ICTs, Internet, libraries, and others, to enhance knowledge. On leaving learning
institutions, the knowledge workers should be capable of using ICTs and the Internet in their everyday duties.
The paper targets centres of learning in the following sectors of the economy:
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education
agriculture
healthIndustrypolicy and regulation
small and medium scale enterprises (SME)

These are the key drivers of the Kenyan economy.
Education
Education is a core component of any kind of development, formal or informal. It impacts on all other sectors as thebasic foundation of all specialized skills and professions. Primary, secondary, tertiary, graduate and post-graduate
instructors are the instruments of change to improved behaviour, and increased productivity and performance.
There are over 234 000 teachers, countrywide. About 41 000 of them teach in secondary schools, while the majority
work in primary schools. Despite their role as providers of knowledge, skills and attitudes, teachers in Kenya are4

Application of ICTs in Africa: Development of Knowledge Workers in Centres of Learning

oblivious of the use of ICTs in learning. Besides, hardly any initiatives have been instituted to train them on the use of
these technologies. The Teachers Service Commission (TSC) is mandated to provide schools with qualified teachers
but there is no infrastructure for the institution to develop the necessary skills, such as ICT.
As instruments of change, teachers must be acquainted with the subjects they teach and keep abreast of changes
that may occur. They need to access relevant and timely information on subjects of their expertise and they must also
continuously train to keep informed about innovations, theories and practices in the subject that they teach. An
economics or physics teacher, for example, must keep updated on current theories and experiences by having
access to facilities to conduct further research. An effective ICT system that taps the wealth of resources, through theInternet or digital libraries on CD-ROM, would greatly enhance teachers' performance and enrich the students'
knowledge.
Empowering teachers with skills in ICTs would allow them to access information that is otherwise not easily available.
By using the Internet, teachers can research on relevant topics, create databases on subjects of interest to enhancetheir skills and keep abreast of developments in their careers. Once trained, teachers would, in turn, equip thestudents with valuable skills to prepare them for the competitive job marketplace. There is need to develop a teacherbase comprising of knowledge workers that can apply technology in their work.
Centres of learning in the education sector like the Kenya Science Teachers College (KSTC), and Kenya TechnicalTeachers College (KTTC) would benefit immensely from curricula that emphasize ICT application and incorporates
ICTs into traditional courses. The emphasis, as explained earlier, would be on how to use ICTs in research,documentation, collaboration, and dissemination, as opposed to basic computer skills.
This would be best supported by the development of a sector-specific resource centre in institutions with links to otherresource bases through the Internet, and accessible to users inside the institution and other external stakeholders.
Knowledge resource centres facilitate exchange of information between students, researchers, staff members andother stakeholders, thus serving as a platform for the exchange of ideas, queries, learning, research, collaborationand promotion of innovations.
Agriculture
Agriculture is the mainstay of Kenya's economy. The sector has encountered many hurdles causing unsustainability
to the industry. The liberalization of several sub-sectors in agriculture during the past decade has exposed the
traditional and unsophisticated farmer to global dynamics that he/she is ill equipped to comprehend and compete in.
Subsidies have been removed in agricultural products and market forces introduced without the supporting
infrastructure that would allow farmers to ably control and predict the future. The agricultural community in Kenya
needs to know how to handle these changes and also learn from experiences of other countries that have gone
through these phases.
The sector needs to keep abreast of changing technologies to grow. Stakeholders in the agricultural sector must be
equipped with tools that would help them to keep in step with global trends, developments and technologies.
Professional training and extension services should incorporate methods and tools that empower the trainees tobecome knowledge workers in their disciplines, by continuously tapping the latest information from all sources,
including the Internet. In today's information age, it is difficult to imagine a procedure, technology, manufacturer orresource that is not represented or accessible through ICTs. Agriculturalists can seek membership, not only throughtheir local resource centres, but also with global research organizations and libraries through ICTs. Training on ICT
skills would enable them to think “outside of the box” that forms their physical domain, into the information age.

ATPS Special Paper Series No.11

5

Agricultural research institutes, extension service providers, and agricultural training centres need to ensure that theirbest practices are updated. They should empower their staff to disseminate knowledge and technologies to thevocation where they are most needed to improve the rate of outreach and adoption of ICTs. Those in the field should
also be empowered to update their competence and knowledge. As extension services offered by the government
diminish due to declining resources, other means of information dissemination and knowledge transfer must fill thegap. Researchers, extension workers and other change agents could then serve as knowledge workers applying
ICTs to remain current and competitive.
HealthHealth is a sector where staying updated and revising best practices cannot be understated. Medical practitioners
trained several years ago are deployed into society without any policy to ensure continuous learning, and they arelosing touch with the greatest period in the history of medical research. The challenges faced by developing countries
in fighting HIV/AIDS, for example, require technological breakthroughs of industrialized countries, and also
community-based best practices used to combat the epidemic in South Asia and other parts of the world. Knowledgetransfer, in this case, is critical in designing strategies and implementing local solutions.
Health and medical training institutions need to impart a culture of consistent learning through research, informationexchange and on-site training. Medical practitioners are often exposed to new or different strains of ailments beyond
what they learnt during their professional training, and they need a resource base to fall back on and learn about newprocedures, practices or drugs. ICTs are best placed to serve these needs, by providing access to resources, or tocommunicate with better-equipped resource facilities or specialists. Therefore, the professionals must be trained touse the wealth of information to be knowledge workers in their field of specialization.
Institutions, such as the Kenya Medical Training College (KMTC), that serve as entry points into the medical fraternity,
and are responsible for training programmes need to ensure that the knowledge they transfer is relevant, current andaccurate. The information base of such institutions should be captured, structured and managed for long-term benefitof the students and other professionals already practising medicine. Students graduating from these institutions
should be well equipped, not only with the latest skills in the medical profession but also with knowledge to remain
proficient.
Medical practitioners and community health workers should be empowered to access value-added services, such asprofessional health advice, ailment related research output, patient support and best practices information. Support
education, advocacy, counseling and consultation, by them, would greatly serve the sector. Schools in the community
would benefit from information on preventative measures in health. As knowledge workers, medical practitioners andresearchers learn to value their work, and also to address issues of patents and intellectual property.
Industry
Industry is the vehicle of growth in most economies, but not in Kenya despite a more professional workforce incomparison to others in the region. A major component of the industrial sector in the country comprises of packaging
and distribution of products for global companies. Industrial innovation is limited, and incentives are minimal. The
number of manufacturing concerns that are relocating to other countries or closing down because of poor policy,
infrastructure, decreasing market, regional trade pacts and the effects of globalization has reached unprecedented
levels. Industries are moving away from manufacturing, and limiting their activities to marketing and distribution. Thishas had far reaching effects on the economy, especially employment. Unemployment among university graduates isincreasing rapidly and some of them are resorting to menial jobs.

6

Application of ICTs in Africa: Development of Knowledge Workers in Centres of Learning

Industrial development in this country must take account of global trends and the new economic order. The humanresource base should be developed according to market demands and skills requirements. Entrepreneurs,
companies and employees must innovate to synchronize with global trends and technologies. Knowledge of market
needs and latest technologies are, therefore, essential to maintain the competitive edge in the global marketplace.
This is best achieved by incorporating ICTs in key areas. Players at all level of industrial development need to train to
become knowledge workers, skilled in their trade and equipped to maintain and improve the skills base.
Policy formulation and regulation
Policies and regulations, documented or otherwise, govern institutions. Excessive regulation can hamper positive
economic growth by imposing costs and rigidity that deter innovation. There is, therefore, need to have policies basedon researched, informed and reliable information. As an emerging economy, Kenya should tap the finest policies
developed across the world and match them with local practices to develop a solid policy framework. ICTs offer theplatform to study, research, debate and incorporate policies developed around the globe. Professionals in policy or
regulatory sectors of the economy must be empowered to access local legislature and to refer, study and evaluate itwith ease.
Institutions, such as the Kenya School of Law, Kenya School of Monetary Studies, Kenya Institute of Administration(KIA), among others, train policy makers. Regulators admit that globalization of policy research, regional orinternational co-operation, and the capacity to access and evaluate knowledge from elsewhere is as critical as theability to develop policy locally. Practitioners in the field must also recognize the need to be connected and wellinformed on changing practices in law. Law enforcers also need a forum for debating and exchanging ideas. Once
deployed in the market, practitioners should have the skills base to always research and apply current and relevant
information through ICTS to serve as knowledge workers in their professions.
Small-micro enterprises
The informal sector in Kenya is recognized as a major contributor to the growth and development of the economy.
Policy makers acknowledge the potential of the sector to narrow the income gap, generate employment, stimulate
economic growth and alleviate poverty. In a labour force of 14 million, about 61 per cent of those working outside
smallholder agriculture are employed in SMEs. In urban areas, 35 per cent of households participate in small
business, with 59 per cent based in peri-urban centres.
With the ongoing restructuring programmes in large corporations, such as manufacturers and government agencies,
there is a decline in employment. The high levels of retrenchment in these agencies and in government departments
are rendering many jobless. About half a million job seekers, including 10 000 university graduates, join the
overpopulated labour market annually. With the sluggish growth of the formal sector that employs a meagre 1.6
million people, it is clear that improving the informal sector could improve the situation. Growth of micro enterprises isthus seen as the major course for reducing poverty and improving food security in the country.
Like other sectors of the economy, micro enterprise cannot develop in a vacuum. It is imperative that NGOs,
government agencies and other institutions are involved in training SME practitioners in techniques, processes andstrategies used to promote the sector in other parts of the world, like Asia and South America. In addition,dissemination of best practices and success stories, local and global, would enhance the capacity and the quality of
production. Extension workers, therefore, need to be trained to access the information, localize and disseminate it tobe proficient in these practices.

ATPS Special Paper Series No.11

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Knowledge for SMEs, in records and in human resources exists in Kenya. Several institutions, such as Pride Africa,
Care-WEDCO, the Kenya Women Finance Trust (KWFT), the Kenya Rural Enterprise Programme (K-REP), to namea few, have hands-on local knowledge of the SME market. This wealth of information needs to find a channel, throughknowledge workers, to reach those who need it most. These knowledge workers must also maintain competence andrelevance by updating themselves on techniques, procedures, and processes through ICTs, to access websites,
libraries, research centres, and other sources.

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Application of ICTs in Africa: Development of Knowledge Workers in Centres of Learning

Knowledge Development Process inCentres of Learning
The first step in developing Knowledge workers is to incorporate ICTs in the curricula of centres of learning. ICTs
would initially be taught as a subject where the basics are explained.
The next phase would be to incorporate ICTs in the subject matter of the discipline of the learning centre where it
becomes part and parcel of the learning experience. In this case, ICTs would be used for research, data processing,content packaging and information dissemination. In addition, using ICTs to collaborate with peers and communicate
with instructors would be beneficial.
The next phase of the process would be to develop centres of excellence for each key sector in the model of sectorspecific knowledge resource centres. The main objective of these centres would be to enhance economic
development through proactive use of ICTs to teach required skills, influence attitudes and impart knowledge to
stakeholders in key sectors of the Kenyan economy. The knowledge resource centre would intensify the information
bases of the centres of learning with links to other local/global resource centres and to a central point of reference.
Resource centres would be specific to institutions or sectors of the economy.
Trainers of trainers (TOTs), that are enrolled in these institutions and use the facilities of the resource centre to study
and for personal development would instinctively seek out such ICT-based support services when deployed in thefield. Importantly, they would serve as TOTs to other practitioners in the sector, including those already working in thefield, but seeking to enhance their experiences. Each of these empowered practitioners would then be knowledge
workers, who can use ICTs to search, analyze, package and disseminate information appropriately.
The methodology in developing knowledge workers in centres of learning can be categorized based on four main
objectives, namely:
Cognitive objectives: These deal with the recognition of Knowledge, understanding and the development ofintellectual abilities and skills. They include learning how to:
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search and identify a broad range of sources of informationtranslate information into useful material
solve problems by collecting, structuring, editing, prioritizing and categorizing data
Interpret data by manipulation
develop databases for specific subjects
compute specific issues using IT and develop appropriate dissemination tools
create content packages
compose maintenance procedures, quality control and validation

Affective objectives: These pertain to feelings or emotions depicted by words, such as value, attitude, motivation,

ATPS Special Paper Series No.11

9appreciation, interest and enthusiasm. These will be transferred by:!
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creating eagerness, among participants, by making the contents interesting and relevant, forexample, using IT to create maps and analyze datachanging attitudes by appreciating the information age
demonstrating a participant's commitment by encouraging them to suggest small but relevant projects

Psychomotor objectives: These refer to the development of motor or manipulative skills and the participants will be
trained to:! operate computers! type and hyperlink data
! Research using the Internet! compile data
! disseminate information! collaborate with other institutions

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Application of ICTs in Africa: Development of Knowledge Workers in Centres of Learning

Development of Knowledge Resource
Centres
Typical knowledge resource centres comprise of the Internet (or Intranet) based web sites that help in the exchange of
information between staff, researchers and partners and also serve as a platform for ideas, learning, research,queries, promotion and administration. The aim of the centre would be to consolidate the information base andexperiences of a particular skill, profession, industry or organization into a central point of reference that is reliable,user friendly, with the capability to disseminate information seamlessly.
The value of the knowledge resource centre is not so much in the gross quantity of information but in its ability to linkup related data, from miscellaneous sources, with a common platform. The centre allows for flexibility to search,
retrieve, sort and analyze data from a host of different sources and produce an information package that is relevant
and adds value to the user.
Collaboration techniques allow stakeholders to contribute towards a common goal from different locations.
Development of rules, e-law, curricula and presentations, and the setting of standards, and the drawing of treaties canoccur simultaneously using proven collaboration methodologies.
Constraints
Costs of basic ICT equipment, hardware and software! Telecommunication infrastructure! Resistance to change! Co-ordination of several institutions! Lack of resources to implement the programme! Lack of resources to sustain the programme! Lack of government support! Lack of information! Difficulty in defining curricula! Inadequate time to implement the programme! Acceptance by partner institutions! Dissemination of ICT application processes to field
How Cost Effective is it?
Developing knowledge workers in several key sectors of the economy would require substantial investment in time,finances, goodwill and coordination. Although, initial hardware costs, and the costs of hiring human resources todevelop the curricula and the resource centres could be prohibitive, it is easier to do it now than in the future when theWestern World will have fully embraced it. The entry barriers of implementing it, then, will be insurmountable.

ATPS Special Paper Series No.11

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Expected Impact
Some of the expected impacts include:
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Sector specific “ICT for Knowledge” curriculum;
ICT based projects specific to field of study;
TOTs in each institution proficient in application of ICTs for research, documentation, collaboration, anddissemination;
Online resource centres established in each of the institutions providing information available on theInternet as centres of excellence in their fields. The resource centres will provide access to: projects,
initiatives, programmes, publications, best practices, case studies, discussion boards, global links,
support, expert contacts, and other resources pertinent to the sector and/or institution;
Skills transfer to “change agents” in each department of the centres of learning to ensure collaborative
approach to management of knowledge within institution and sustainability;
ICT for knowledge course incorporated in the training curriculum; Dissemination of ICT for Knowledge toprivate sector, government and non-governmental organizations through seminars;
Dissemination of ICT for Knowledge to industry stakeholders through open day demonstrations of online
resource centres;
Participation of stakeholders in online resource centres through interactive exchanges and links; and thiswill initiate avenues for growth in local employment opportunities and emergent of strong (in terms offinancial/production viability) local arts and crafts industries.
Development of sustainability plan.

Conclusion
With the advent of genetic engineering, just-in-time manufacturing, outsourcing, World Trade Organization rules,
subsidy removal, regional communities, remote workers, Internet, e-commerce, m-commerce, and all the majortransformations happening in the global landscape, Kenyans can ill afford to ignore the impact that knowledge
workers will have in tomorrow's economy. The traditional labourer, businessman, entrepreneur will be highly
disadvantaged in the new economy.
The existing and recognized centres of learning where the country's human resources are trained must be enhanced
to cater for tomorrow. Graduates from these institutions must be equipped with tools and supported by the resources
to compete in the global economy. They must be empowered to face the world that awaits them and they must also becapable of transferring the skills base to their peers they must be knowledge workers!