"The information and communications sector is globally expanding at twice the rate of the rest of the world economy."—Alan Cane. Financial Times, April 1996
Qualifying Beneficiaries
No magical thinking
Everyone in Africa wants computers—even communities that could not possibly sustain a program. Why? Computers are seen as an expensive "magical machine" that somehow brings progress when it is put on a desk and plugged in. In some village homes old broken computers are kept in a prominent place as a sign of family wealth—dutifully dusted and "doilied" on top.
It is not surprising, then, that most schools want a computer lab whether it’s a good idea or not. Spending money on computers and maintaining them is a poor investment for communities struggling to provide even basic shelter for students or staff. In these cases, computers would be a liability, not an asset. After the initial fanfare the program would likely not be sustained. Consequently, a CFA staff member confers with trusted community leaders and then visits potential beneficiaries to assess whether they are ready for an ICT program.
How Do We Choose Our Schools?
CFA personnel visit applicant schools in our focus area to vet them for entry into the program. They assess such factors as: administrative leadership; sources of affordable energy; gender of the student population (we make a special effort to advance technology training for females); general state of the facility; and overall planning for a computer program.