(b)
(c)
(d)
(e)
(f)
Capacity building - Develop mechanism to equip relevant stakeholders with appropriate
information;
Public awareness - Develop local public awareness information and content targeted at
various target audiences;
Broader cooperation - Development of framework of engagement between local and
international organizations and law enforcement agencies;
Technical measures - Foster the development of technical tools and services in the market
that minimize the risk of expose of children
Research – to better understand the online habits of children and youth and facilitate
identification and development of mechanisms to reduce their exposure to risks and
vulnerabilities online;
16 HUMAN RESOURCE DEVELOPMENT AND TRAINING
16.1 Human Capital
Kenya is not the only country with insufficient numbers of skilled and experienced experts in ICT and
in other professions that rely on ICT. It is therefore necessary to view Kenya’s human capital needs in
the global context. Hard choices must be made between importing needed skills, and slowly nurturing
them within the country. Other choices are needed on the priorities of realigning the educational and
vocational training pipelines to meet the needs of our labour markets.
In addition, there are new opportunities in applying ICT to enhance education, including curriculum
development, teaching methodologies, simulation laboratories, life-long learning and distance
education and for teaching of not only ICT, but of all subjects and specialisations. If embraced
appropriately and supported at all levels, these could transform the country’s human capital.
16.2 Policy Objectives
(a)
(b)
(c)
(d)
(e)
(f)
Increase the size and quality of ICT-skilled human resource base in Kenya;
Use ICT to improve the quality of delivery of education and training in all areas including
distance learning, as well as to enhance the learning experience itself;
Expand and improve adult-education, life-long learning and both general and digital literacy
programmes, notably for retraining and re-skilling the existing workforce. Making the use of
ICT part of everyday life without excluding those that need skills development;
Encourage and support ICT training for political decision-makers, community and civil society
leaders, as well as private and public sector executives;
Give special attention to providing new learning and ICT access opportunities for women and
youth, the disabled and disadvantaged, particularly disenfranchised and illiterate people, in
order to address social inequities;
Develop and deploy a nationwide e-Education system that supports schools, higher
education/training facilities across the country by interconnecting them with each other and
with relevant knowledge centres, providing curriculum integration while also generating
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