Workforce Development – Integra LLC

USAID’s EQUIP3 Introduces Youth ICT Employment Training & Placement Toolkit

Photo Credit: www.camara.ie

USAID’s Educational Quality Improvement Program 3 (EQUIP3) has released a new digital toolkit that will empower local partners to successfully implement youth employability programs. The Youth ICT Employment Training & Placement Toolkit provides guidance and support to partner institutions in the design of these programs and presents profiles of jobs in three sectors — ICT, health, and agriculture — which were identified as growth industries with a high potential for employing youth in Africa.

EQUIP3, a program led by the Education Development Center (EDC), partnered with the International Youth Foundation (IYF) to assess the labor markets, consult with numerous stakeholders in Kenya and Rwanda, and identify viable youth livelihood opportunities in the three sectors. By gathering quantitative and qualitative information on the needs, interests, and capacities of employers, youth, and others, these assessments identified specific ICT-related occupations that offer significant entry-level employment or entrepreneurial opportunities for disadvantaged youth in the target countries.

The Kenya and Rwanda country assessments found numerous employment and entrepreneurial opportunities for youth who have basic to advanced ICT skills, such as in hardware maintenance and repair, network maintenance, multimedia production, and database management. Through these findings, the development team identified the agriculture and health sectors as those which ICT skills have the most potential. In the agricultural sector, for instance, youth can use ICT skills to increase the efficiency of farms, shops, and suppliers. In the health sector, opportunities for youth exist in supporting health management information systems, among other opportunities.

The toolkit can be accessed online, in PDF, or in printed form for those without access to the Internet. Each sector profile provides program managers with detailed information on how to establish training programs that will impart to youth the skills required to secure formal employment or to start their own businesses.

Each profile includes:

A brief job description
The employment outlook
The “big picture” training considerations (recommended training location, target beneficiaries, average length of course, maximum class size)
Desired training outcomes
Student prerequisites for training (e.g. English level, critical thinking skills, basic numeracy skills)
Qualifications to look for in trainers
Specific curriculum and resources
The technology resources needed to provide training
Optimal instructional methodologies
Internship and job placement strategies
Additional resources, including links to online resources

The development team worked with NGOs and the government in each country to identify the needs of out-of-school youth, investigate job opportunities in the private sector, and identify pre-existing training materials. The research and consideration for country context that has gone into the design of the toolkit has made it a promising resource in providing youth with the skills necessary to participate in the emerging job market of technology-based positions. Moreover, the development team designed the toolkit to be able to evolve with the emergence of new open source resources and different ICT-related employment opportunities within the three sectors’ value chains to enhance the curriculum and ensure the project’s sustainability.

And this is just the beginning — consider it the 1.0 version of this training resource. The development team is looking to expand the toolkit to encompass other sectors and are already investigating examples of ICT usage in Senegal, Kenya, and Rwanda.

April 10, 2012/by actualize

Education, Humanitarian Assistance, Originally posted on the GBI Portal, Workforce Development

Gender, Humanitarian Workers and the Drought in the Horn of Africa

Photo: Jerome Delay/AP

Two different e-learning courses on gender-based violence awareness and policy are now available for humanitarian workers thanks to the WHO, and the UNFPA and World Education Inc. The course is particularly relevant for areas with strong gender roles, like the Horn of Africa.

The present crisis in the Horn of Africa has shifted the attention of development workers in the region to food security. Education, healthcare, and even shelter are after-thoughts for now. Particular cultural distinctions, including gender roles in the region, remain unknown to many humanitarian workers, as they are too busy focusing on in-the-moment food needs. However, the experience of humanitarian agencies helping with the natural disaster in Haiti was that gender-based violence (GBV) only increased during the crisis, leading the Inter-American Commission on Human Rights to issue recommendations to refugee camps regarding privacy, claims of domestic violence, etc.

In the Horn of Africa, particular gender issues are important to take into account, especially during humanitarian crisis. Genital mutilation and domestic violence are both relevant issues, and so is the overall role of women as primary caretakers of children.

Though humanitarian workers have experience working with people of all sorts of backgrounds since they are deployed to different regions around the globe throughout their career, they often come into a new situation with relatively little knowledge about the local customs and challenges. Such is the case for many in the Horn of Africa right now. The best way for them to prepare for these cultural challenges before they even know where they are going to be posted next, is through awareness courses.

In order to educate humanitarian workers worldwide, the UNFPA and World Education Inc partnered to produce a new e-learning course on GBV. The e-learning nature of the course makes it possible for workers to participate in the course remotely anywhere in the world and at any time.

The WHO has also created their own e-learning course in 2010 entitled “Different Needs—Equal Opportunities: Increasing Effectiveness of Humanitarian Action for Women, Girls, Boys, and Men.” The course helps humanitarian workers consider how gender factors into their humanitarian programs. In a sense, it gives the worker a list of checks to evaluate how their program will impact both women and men differently, and how to guard against possible discriminations. To watch a trailer for the course, click here.

Both of these e-learning courses are quality options for humanitarian workers. They will be better equipped to handle those tough gender issues after receiving this education via the Internet. What is pertinent in addition to taking the course, however, is applying the lessons learned and being held accountable. This is an aspect of education where e-learning lacks, and for now, it will be simply up to senior humanitarian officials to hold their workers responsible for doing this course and applying the principles taught.

August 25, 2011/by actualize

Education, Originally posted on the GBI Portal, Workforce Development

Mobile Money to Pay Rwandan Teachers

Ange is a teacher at the Rubona Public School living too far from the nearest branch of the Rwandan Teachers’ Credit and Savings Cooperative, or the Umwalimu SACCO, to receive her monthly salary.

She relies on her payment each month to put food on the table.

To resolve this problem, Umwalimu SACCO announced last month commencing a mobile money transfer service to pay members living in areas where the cooperative has no branches.

Currently, the cooperative has 16 branches countrywide, with about 57, 000 members.

Teachers living in rural areas similar to Ange, complain of having to trek long distances to access their salaries and loans, which is costly and time consuming, so SACCO decided initiate a mobile money transfer system.

Umwalimu SACCO, is a Rwandan cooperative of credit and saving which gives out loans and salaries to teachers, allowing them to set up income-generating activities to complement their measly monthly pay

The typical salary for Rwandan teachers is $40 per month. To supplement this, requests for start-up loans to engage in activities such as making mandazis (donut-like pastries) and selling them to other teachers on school grounds, is standard.

Jean Marie Vianney Nzagahimana Photo Credit: Rwandan Patriotic Front

Jean Marie Vianney Nzagahimana, the Chairman on the Board of Directors of the cooperative, recognizes that mobile payments allow teachers to be paid on time, while spurring further economic development and growth.

“We knew about the problem and that’s why we came up with this system to further address teachers’ needs. We cannot do it at once but we will be addressing them beginning with priority areas,” Nzagahimana says.

Although MTN and Tigo are currently offering money transfer services in Rwanda, Nzagahimana said that the SACCO money transfer system is to be implemented in partnership with South African company, MFS. Teachers will be able to get overdrafts through the same process.

The cooperative is also looking to expand beyond merely providing fiscal provisions for the teachers, aiming to meet the demand for new services from one of the biggest cooperatives in the country.

The Umwalimu SACCO cooperative has experienced rapid growth. Their financial assets have nearly doubled in a year from 3b Rwandan franc (Frw) in 2009, to Frw 7.3 billion in 2010.

The cooperatives financial budget for the next fiscal year worth Rwf 11.7 billion, converts roughly to $US 18 million.

“We are committed to at least establish a permanent SACCO office in every district by the end of July,” Nzagahimana asserts “This (is) done to get close to teachers and facilitate access to our services, which we also want to expand beyond financial ones. We are working on one laptop per teacher and solar energy at every teacher’s house.”

The financial services provided by SACCO are encouraging more teachers to educate Rwandan children in the classroom, while the cooperative’s new mobile payment system ensures that educators receive the money they deserve—in the time and place they need it.

July 19, 2011/by actualize

Education, Originally posted on the GBI Portal, Workforce Development, Youth Development

Are holistic and contextualized efforts the key to rural youth economic empowerment?

In my last 2 posts, I wrote about reality (how rural youth in Africa are currently harnessing ICTs to generate income), and possibility — some new technology uses and concepts that I learned about at the “Can youth find economic empowerment via apps, m-payments and social media?” Tech Salon, hosted by ICT Works and the UN Foundation Technology Partnership.

This third and last post of the series explores some of the broader aspects that need to be in place or considered when looking at youth economic empowerment and the role of ICTs.

During our Tech Salon conversations, someone reminded the room that a large population of well-educated youth with no prospective jobs (think Tunisia or Egypt) is one thing. A large population of (rural) youth with low education levels is another.

Francis Fukuyama kind of sums this up based on Samuel Huntington’s ‘Political Order in Changing Societies,’ written some 40 years ago: ‘increasing levels of economic and social development often led to coups, revolutions and military takeovers rather than a smooth transition to modern liberal democracy. The reason, he pointed out, was the gap that appeared between the hopes and expectations of newly mobilized, educated and economically empowered people on the one hand, and the existing political system, which did not offer them an institutionalized mechanism for political participation, on the other. He might have added that such poorly institutionalized regimes are also often subject to crony capitalism, which fails to provide jobs and incomes to the newly educated middle class. Attacks against the existing political order, he noted, are seldom driven by the poorest of the poor; they instead tend to be led by rising middle classes who are frustrated by the lack of political and economic opportunity….’

So if the behaviors of these two basic groups (for simplicity’s sake let’s assume there are only 2 basic groups) are quite different, also the approaches to supporting the two groups are quite different, and their views of and reactions to economic crises also tend to be quite different. The first group (the newly educated middle class) is in a better position to access ICT-fueled economic opportunities, whereas the second group likely needs to strengthen its knowledge of things like savings, basic skills, and assets. Context, as always, is critical, and there will not be one single recipe that addresses the economic and development needs of the ‘youth bulge’.

: Youth bulge. Image courtesy of Wikipedia.

Some would say that economic opportunities created for the newly educated middle class will mean eventual trickle down opportunity to the rural poor — in which scenario app development, Facebook, microtasking and such might be seen as key enablers for economic empowerment for certain youth. But how can we more immediately support those who are not part of this newly educated middle class. And what about the countries that don’t have a large population of well-educated middle class tech-savvy youth? What are some key things for supporting economically disadvantaged rural youth?

Financial Literacy

Financial literacy for both children and adolescents is one key element. Financial literacy helps drive reasoning, conceptual skills, and leads to better engagement later with formal and informal sectors. At an early age, say around 8 years, financial literacy should include basic skills like counting, math, logical reasoning, value. Later on, financial literacy needs to move into understanding loans, down payments, interest rates, credit. In terms of ICTs, yes, mobiles could offer tools for youth to save and to build assets, but youth need to know the importance of building assets in the first place. Aflatoun is one example of programs that focus on financial literacy and the importance of saving. The educational children’s program Sesame Street also does its part. As background, this very interesting mPesa report says that around 21% of mPesa customers use the service for saving/storing money.

Life skills

A colleague at the Tech Salon noted that financial literacy and financial education need to be wrapped up into youth life skills education, also covering aspects like reproductive health, hygiene, emotional health. Youth need financial literacy but they also need basic literacy and increasingly media literacy. They need to know more about career development and to get help making good career choices; help understanding: What is real? What are their realistic expectations for a career? What does the current labor market look like? What do they need to do to prepare for a particular career or job? What are their real options? ICTs could be educational tools here, and not necessarily new ICTs. Television or radio can be just as, or more, effective.

Local Context

It’s also critical that program designers and implementers who want to improve the economic outlook for youth ensure that their program designs and interventions fit with the reality on the ground. Eg, what are the language, literacy, connectivity and gender considerations? What tools are readily accessible to the population they are working with? Who is left out? What tools and information channels do people trust? (Radio is still probably the most widespread ICT for educational purposes in rural areas). We need front-end research, participatory user input, and contextual analysis. We need to talk to actual rural youth where we are planning programs, and incorporate their thoughts, aspirations, realities and suggestions into program design. We need to consider long-term sustainability and local partnerships. We need to think about how the different approaches support the building up of sustainable local economies. All this hard work up front is the most important in program design. And, as several people noted, often agencies only have 30 days or so to design a good proposal for funding.

Opportunities

Preparing up individual youth is still only one side of the coin, as another colleague added. At the end of the day youth need jobs to go into. So yes, there need to be programs that help youth develop (skills, assets, access) but there also needs to be economic development at a broader scale that allows youth to either become entrepreneurs or to work for others, formally or informally. What are the broader job markets or the financial systems and services that youth can access?

There is also the question of whether youth want to be self-employed. A Tech Salon participant commented that informal employment and entrepreneurship are not always the most desirable future for youth. Many youth would prefer a steady job with benefits and security — this is still the measure for success and prestige in many countries. The issue however, as another participant pointed out, is that there are simply not enough steady jobs for youth, so they are forced to be entrepreneurs.

Forbes refers to this with reference to Haiti: ‘In countries with high structural unemployment, entrepreneurship has less of an impact on growth than development economists previously thought. In Haiti, where 75% of the population is unemployed, people turn to entrepreneurship as a last resort. In Port-au-Prince and throughout the country, the term “entrepreneur” has a different meaning than it does in the developed world. Entrepreneurship is borne out of necessity, not the desire to act on business opportunities.

In the absence of a formal economy, Haitians become “necessity” entrepreneurs and must take to the streets and markets to earn their living. The road outside of Port-au-Prince’s Toussaint Louverture airport is lined with salesmen pushing a variety of products, from loaves of bread to toiletries. Children sell sugar cane, produce, and potable water while women walk from market to market selling products along the way. According to the Global Entrepreneurship Monitor, a non-profit research organization, economic growth is not driven by these “necessity” entrepreneurs, who decrease in number as the economy develops. The key to fostering growth is to support “opportunity” entrepreneurs, who choose to start new enterprises in response to market needs.

Barriers

Urban and rural conditions and access to technology and employment in the two contexts are drastically different; this needs to be remembered in the ICT and youth economic empowerment discussion. It often gets overlooked amidst all the tech hype and tech incubator excitement. The difference between the fast-paced urban tech scene and a more remote rural community is vast. And not all countries possess a fast-paced urban tech scene. In addition, it can’t be assumed that just because a developer is from Nairobi, he or she knows the context well enough to develop applications or create opportunities that are fitting for youth in, say, Kilifi. Co-design and participant input are still critical. Urban developers could better understand rural contexts by spending time there.

Girls’ access to opportunities. We know that girls have less access to technology and typically less access to education. How can we support STEM (Science, Technology, Engineering and Math Education) and other opportunities for girls? How can we convince parents to allow girls to participate in programs and access technologies and other opportunities? How do we find more women role models for girls, both in technology and in work and other areas that take girls outside of the home and allow them access to income, which will also allow them to have more power? How do we create safe spaces for women and girls to access technologies? Often they do not feel safe in Internet cafés or are not permitted to frequent them. In addition, less girls and women own their own mobile phones than men. How can we work to help overcome all the barriers that girls face?

Access to information about existing opportunities. In some countries, Kenya for example, there are government-supported initiatives for youth employment and entrepreneurship, but many youth don’t know about them or how to access them. ICTs can play a role in connecting youth to information about opportunities for jobs, financial services and further education. Different media (radio, television, print, SMS and other) can be used for public education and financial literacy. In addition, media can help inform the population of what governments have promised by way of programs and opportunities for youth employment, and in this way support governance and accountability around youth employment.

4 basic ways…

By the end of our hour-long conversation at the Tech Salon, we mostly agreed that there are 4 basic ways to think about the intersection of youth, technology and economic empowerment:

Technology as a job unto itself
Technology to facilitate asset building
Technology for learning and skill building
Technology to access info about employment opportunities

We agreed that if they are to support youth economic empowerment, ICTs need to be contextualized and they need to be one part of a broader, holistic, and sustainable system. And I think that about sums it up. In case you missed them, check post 1 on ways that rural youth are currently generating income through ICTs and post 2 on some of the newer ways that ICTs could enable economic empowerment. If this topic is of interest, check out the Making Cents conferencethis September.

Update: A colleague just sent me this report which gives great insight: Workforce Development Initiatives for Out of School Youth – What Works? A Participatory Research with Youth and Communities in Southern Philippines.

May 3, 2011/by actualize

Basic Education, Education, Higher Education, Originally posted on the GBI Portal, Workforce Development, Youth Development

Open Educational Resource for Developing Countries

By now you’ve probably heard of Sal Khan, or at least his Khan Academy. The former hedge fund manager turned education guru has been featured on PBS News Hour, CNN, NPR, NBC News, and most recently, was invited by Bill Gates to speak at TED.

Photo Credit- CNN

There is no question that the Khan Academy’s approach is innovative. And it certainly has the potential to change the way people think about education. Sal Khan mentions in his TED Talk his desire to “flip” the classroom – where students learn the materials at home, then come to school to get extra help with the problems and mastery.

But many of the news reports on the Khan Academy stress the usage of these videos around the world – so what kind of impact could it have in developing countries?

The Khan Academy is an example of an Open Education Resource (OER), free to use teaching and learning content. Like all OER the Khan Academy has incredible potential in the developing world, while facing extreme challenges.

Benefits of OER

Reduced costs – online, digital resources can be significantly less expensive than text books, and they can be changed edited easily to accommodate changes in the curriculum. Examples include CK12 FlexBooks and Lulu.com .
Continuous improvements- the usage patterns of many digital products can be monitored and used as feedback. The Khan Academy is a perfect example of this- Khan found that students stopped watching some videos at certain points, so he went back and changed the content in those spots, resulting in decreased drop offs, and increased course (video) completion.
Learning Efficiency- students can learn at their own pace by stopping and starting the videos, going back to cover ground they may have missed, or skipping material they already know
Accessibility- videos can be captioned as well as translated into other languages. Youtube now provides captioning, and dotSUB can translate captioned material into multiple languages.
Localization/Personalization- in many cases digital material can be created or customized to fit local culture and context. Teacher Education in SubSaharan Africa (TESSA) is one example.

But while these benefits are amazing and transforming, getting this content to students in the developing world is tough.

Challenges:

Infrastructure – it goes without saying that students must have access to the equipment and connectivity to access materials.
Discoverability – finding out about various materials online can be difficult.
Quality – not all OER are created equal!
Accessibility – although the very nature of many digital product makes it possible to be fully accessible (closed captioning for videos, screen readers for text, multiple language support, etc), not all producers think of these things, nor do all end users have the right equipment
Interoperability – being able to use materials on any operating system, platform or device is vitally important in the developing world
Sustainability – not only for the producers of the content (how will they stay in business) but for the end users (What kind of personnel are needed to implement a program? What happens if the resources they are counting on stop being available?)

We are just beginning to see how OER can impact students and teachers around the world. Some traditional systems and institutions may be slow to adopt, while others may see these resources as innovative solutions to long standing problems.

May 3, 2011/by actualize

Education, Originally posted on the GBI Portal, Workforce Development, Youth Development

Are microtasking and de-skilling the key to rural youth economic empowerment?

Last week’s Tech Salon, hosted by ICT Works and the UN Foundation Technology Partnership, asked “Can youth find economic empowerment via apps, m-payments and social media?” I did a bit of reality checking and wrote in my last post about some of the ways that youth in African countries are harnessing ICTs to generate income. And it’s not really through apps, Facebook and mPayments.

So if developing apps isn’t the key to unlocking youth’s economic potential, is there another way that ICTs can support youth economic empowerment? At the Tech Salon we discussed a few other options.

Microtasking

Samasource’s work with “microtasking’ looks pretty interesting. TxtEagle, another microtasking initiative, just raised 8.5 million in start-up funding.

Txteagle is a commercial corporation that enables people to earn small amounts of money on their mobile phones by completing simple tasks for our corporate clients.

The types of tasks Txteagle’s African workers have done are:

enter details of local road signs for creating satellite navigation systems
translate mobile-phone menu functions into the 62 African dialects (for Nokia)
collect address data for business directories
fill out surveys for international agencies

Txteagle seems similar to Amazon’s Mechanical Turk, except that workers only need a simple mobile phone – no computer or Internet access is needed.’

I hadn’t been paying attention to the microtasking phenomenon, so I did a little digging after the Tech Salon. Microsoft Research did an interesting study called Evaluating and Improving the Usability of Mechanical Turk for Low-Income Workers in India. They found some issues with the interface and make up of Mechanical Turk that made it difficult for low-income workers to benefit and provided some suggestions to improve micro tasking and make it accessible for low-income workers or those with lower education levels. When they improved the interface and instructions (in local language), test subjects’ ability to complete a task rose dramatically. “The most striking result of our study is that there exist tasks on MTurk for which the primary barrier to low-income workers is not the cognitive load of the work itself; rather, workers are unable to understand and navigate the tasks due to shortcomings in the user interface, the task instructions, and the language utilized.”

I’m sure we’ll be hearing lots more about microtasking (and I’m probably really late to the party here). It seems more reasonable that rural youth could access microtasking work than that they would develop their own apps.

De-skilling

Others at the Technology Salon talked about de-skilling and the job potential that can open up for youth when technology or better access to information allows them to take on roles formerly reserved for more skilled professionals. It seems this is going on quite a bit in the health sector, for example. The de-skilling phenomenon has been around for awhile but I hadn’t seen it as a way for youth in rural areas to access jobs and income, so I thought this was quite interesting.

I’m not sure how much de-skilling is being seriously looked at as a way to connect youth to jobs, or how many youth it’s employing in the rural areas, but it is something I’ll be keeping an eye on and learning more about. I’m thinking that many of us have been looking at de-skilling as a way to engage community volunteers in improving other aspects of community development, eg., allowing community health workers to do their volunteer work more efficiently; but not so much as an income generator for youth.

Job matching and mobile marketplaces

My Finnish colleagues sent me some other examples of mobile (SMS) initiatives that could support economic empowerment and that are good for pushing thinking on how rural youth could tap into opportunities. I think the key is that for now, anything aimed at rural populations needs to be SMS based, as mobile internet is still very uncommon in most rural areas. There’s no harm in planning for the day when most people have Internet-enabled phones, but for now, we’ll probably want to work with what people have, not what we wish they had….

Google SMS Applications allow you to use some Google services via SMS text message.
Esoko consists of mobile updates for farmers and traders delivered by SMS that include market prices and buy/sell offers, bulk SMS functionality, websites for small businesses and associations, and SMS polling technology. Their blog (which I spent some time on today) is great for sharing how they are going about getting Esoko to function well. Again it’s clear that the technology is the tip of the iceberg….
Tradenet is a fully mobile integrated buy and sell portal in Sri Lanka. It has agricultural prices as well.
Babajob is a job matching service from India that is fully mobile integrated.
Cellbazaar is an SMS marketplace in Bangladesh.
Tagattitude is a service that allows international mobile money transfers and purchases; eg., remittances.
Souktel’s JobMatch uses SMS to connect employers with youth looking for jobs.

What else?

In addition to micro tasking and mobile applications, there are some more formal technology education programs such as the CISCO Networking Academies, not to mention plenty of locally created computer and technology academies and schools that formally train youth on ICTs with the aim of generating employment. I wonder though how many of the local training academies are focused on more traditional aspects of technology (eg., if you walk into one of these, do you see a room of oldish desktop computers?) and how many are also combining computer education with mobile, and advancing their education and training curricula as technology advances? Colleagues in Egypt told me that some initiatives exist that train up young people to repair cell phones. I’m wondering if this is widespread in other places as well. In any case, formal training opportunities are still difficult for youth in rural areas, and especially girls, to access.

In Kenya the government is promoting community digital centers through an initiative called the Pasha Centers. These centers are linked to youth structures in the constituency areas. Colleagues of mine reported that youth are accessing loans from the government youth fund and starting cyber kiosks, and mPesa centers that are promoting mobile banking.

On top of the government or NGO programs, the mobile phone industry itself opens a job market for young men and women who know how to set up phones, register SIM cards, etc., and there is a whole side industry, obviously, around mobile phones. But again, the more formal opportunities are in the capital or in secondary cities which can still be quite distant from where rural youth live.

Though use of apps, mPayments and Facebook may not be so widespread at the moment in the places I’ve traveled and where my colleagues are working, as outlined in post 1 of this series, and it’s not at all common for rural youth to develop applications themselves, there do seem to be some other possibilities for ‘youth economic empowerment’ that have a mobile or ICT component. I’m sure there are things I’ve missed out as well, that could be quite inspiring.

The question is how to connect these new opportunities with the young people who are typically excluded: youth in rural areas, especially girls. How to scale up the opportunities while ensuring that they are adapted to local contexts, which can vary significantly. Do youth in rural communities have the education levels and skills to access microtasking and to take advantage of ‘de-skilling’ opportunities on a broad scale? Do they know how and where to access microtasking jobs. How are the connections being made with these opportunities? Who has access to these kinds of jobs? How can rural youth find out about these opportunities?

In my next post, I’ll cover some of the other considerations for youth economic empowerment that we discussed at the Tech Salon.

May 2, 2011/by actualize