ICT 01: AUDIOVISUAL LEARNING MATERIALS DEVELOPMENT
The training is meant to enhance the understanding and skills of trainees in terms of:

The training is designed to provide participants with opportunity to engage in activities that will improve their audiovisual learning materials (AVLM) development skills. This training will serve as a forum for trainees to get hands on training experience to convert existing courses in subjects that they teach into multimedia format and hence produce DVD or VCD

The objective of the three-five day training will be to guide trainees through a systematic process in Audiovisual Learning Material Development:

By the end of the training, each trainee shall develop a prototype multimedia using sample content.

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ICT 02: e-LEARNING COURSE CONTENT DEVELOPMENT
The training is designed to provide participants with opportunity to engage in activities that will improve their e-content development skills. This will serve as a forum for trainees to engage in hands on training programme to convert existing courses in subjects that they teach into e-Learning format and hence produce autorun e-Learning CDs. The objective of the three-five day training will be to guide trainees through a systematic process in e-Learning content development:

• An introduction to e-Learning concepts
• Content rendering and structuring
• Practical, hands-on e-Content development software.
• Online teaching using e-Learning System

By the end of the training, each trainee MUST develop a prototype course using sample content.

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ICT 03: FORENSIC INFORMATION SYSTEMS
Computer forensics is an "investigation of situations where there is computer-based (digital) or electronic evidence of a crime or suspicious behaviour, but the crime or behaviour may be of any type". It is also "the process of identifying, preserving, analysing, and presenting digital evidence in a manner that is legally acceptable". The two definitions highlight three important aspects of computer forensics: crime behaviour, computer-based evidence, and potential use of evidence in court.

The collapse of major corporations in the last decade, such as Enron and WorldCom, shocked the world. To understand what happened and who was responsible for the corporate frauds, investigators employed computer forensics and recovered numerous deleted e-mails and other documents from computers used by the involved parties. The rising importance of computer forensics in crime investigations is not surprising in light of the increasing usage of computers in the last several decades. Governments worldwide emphasize the importance of computer forensics in national security after the September 11, 2001 attack in the United States and London, England bomb attacks, Nairobi and Mombasa terror attacks. More organizations require computer forensic specialists to conduct non-criminal internal investigations because of employee misbehaviours or intrusions to organizations' computer systems.

As computers now play an important role in both computer crime and computer-related crime, computer forensic specialists are in demand world wide. This trend is expected to pick up in Kenya as the country gears up to pass the Electronic Transactions Bill and the Kenya Communications Amendment Bill that will recognize electronic evidence.   There are also a number of initiatives such as promotion of e-commerce (with the subsequent increase in electronic transactions), Business Process Outsourcing (BPO) and the general desire by the government of Kenya to provide services electronically. Hence, a need exists for universities to provide courses that can address issues related to electronic evidence that are likely to increase as the country embraces knowledge society practices.

In view of the need for universities to train computer forensic specialists, the objective of this proposal is to suggest a short 5-day course in Forensic Information Systems at the University of Nairobi. A course on computer forensics should provide participants the opportunity to learn forensic collection guidelines, laws of evidence, and basic tools used in the forensic examination of computers. Computer forensics is part of traditional forensic science as well as information systems (IS) security. While many universities offer programs on forensic science or courses on IS security, to date only limited tertiary Institutions offer programs on pure computer forensics

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ICT 04: E-GOVERNMENT FOR DEVELOPMENT
E-government is one of the most appealing public sector management initiatives in Kenya today. E-government can redefine the fundamental ways of how the public sector operates: developing, introducing and providing new ways of delivering (enhanced) services. It is often seen as a solution to bureaucracies with high costs and low performance. However: not only rewards, also risks associated with taking a plunge in the uncharted e-government waters are tremendous. Moving interactions to a digital platform raises issues related to all departments within a public sector entity and to those entities (businesses, citizens, NGOs, other public sector entities, etc.) interacting with the public sector. Officials, executives and managers are challenged here because e-government disrupts traditional communication channels and at the same time transforms them: it poses the fundamental question whether actual structure and processes of the public sector are to be changed or not. In short: e-government enables and forces us to make new choices. Therefore an understanding is needed of technology, organizational and policy issues associated with e-government.

This rationale for this short course recognizes that Kenya, a developing country recognized as a economic powerhouse in Eastern Africa, has been implementing a broad-based public reform program partly founded on an e-government vision which was officially articulated in 2004 with the adoption of the E-Government Strategy. The e-government vision has increasingly found a voice within the government's development framework of achieving economic prosperity. A number of institutions have been setup to help in the attainment of this vision. For instance, the Kenya E-Government Secretariat was set up in 2004 under the Office of the President to be an oversight body to galvanize all ICT projects within government aimed at enhancing service delivery of all the ministries. The Ministry of Information and Communications was set up in 2004, for the first time in the history of Kenya, mainly to handle the wider universal access goals to enable the citizens actively participate in a global economy which is increasingly knowledge-based. The Ministry of Health, together with a consortium of non-governmental organizations (NGOs) and other development partners and health institutions have partnered under an initiative known as Afri Afya (www.afriafya.org) with the goal of improving access to health management information through the use of various ICTs.

This course seeks to contribute to the attainment of this vision by training policy makers, managers, consultants and other stakeholders how to articulate and realize e-government in Kenya. The guiding philosophy for this course is to ensure that e-government should be implemented to be socially inclusive to the masses and also take advantage of the convergence of technologies.

A few countries such as Canada, Singapore, Sweden and South Korea) have been successful with e-government, but many have not. In many countries e-government has only been fruitful for a small part of society. Several studies show that there are still huge disparities in the use of technology and that these are not likely to be removed unless concerted action is taken at different national and international levels. They also show that, subsequently, disparities in development may continue to exist. If e-government is to be a driver for development, it should therefore be oriented towards the social inclusion of all. An understanding is needed on how to make e-government acceptable and inclusive of all and so achieve high performance in governance objectives. The 5-day course on e-governance for development is aimed at achieving this.

In this course, participants will develop: an understanding of technology, organizational and policy issues related to e-government; an insight on present e-government 'gaps' and how to overcome them; a direction for e-government to improve performance and "involve all"; and the managerial and leadership skills to exploit the e-government potential.

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ICT 05: OCCUPATIONAL HEALTH AND SAFETY (OSH) AT THE WORKPLACE
Data communications and computer networks have emerged as the fastest growing sector in information technology. A majority of organisations have widely adopted local area networks, wide area networks and the internet in order to increase productivity and enhance efficiency. In the developing world, Governments have identified the availability of computer communications as an essential tool in industrialisation. It is therefore envisaged that skills in this area of communication engineering will continue to be extremely useful as new products, services, and technologies are introduced.

The aim of this course is to provide a detailed introduction to data communication principles and their application to computer networks. The focus shall be on the technology and the standards that enable connectivity between diverse devices and networks. Contemporary issues such as network security shall also be presented.

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ICT 06: QUALITATIVE DATA PROCESSING, ANALYSIS AND REPORTING
This course is designed to supplement the proposal writing course. Participants will be guided through intensive, hands-on, workshop-style sessions devoted respectively to qualitative data processing, analysis and reporting. Participants will also undertake a series of case studies focusing on the use, quality and utility of qualitative evidence in policy, programme and/or project work, in both governmental and not-governmental settings. Opportunity for individual consultation will be availed.

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