Establishing the 3rd Missing Link

African societies lack a reading culture and this might have been due to the oral tradition that dominated African communities for a long time, or to the nature of formal education that African countries embraced after independence, or to the hand-to-mouth mode of living that characterised most of Africa. But whatever it was that prevented the development of a reading culture in African societies, it did so by hindering Africans from growing the attitude towards continuous learning. In other words, the poor reading culture in African societies is testimony of a mind-set that was switched-off in connection with continuous learning.

The mental darkness, which occurred after the African mind-set was switched-off in connection with continuous learning, may have been of limited significance prior to the information and knowledge-age. It is no longer the case today. To become productive in the 21st century, a skilled/trained person requires knowledge and skills in the Information and Communication Technology (ICT). To become competitively productive in the 21st century however, that person must possess the attitude towards continuous learning, in addition to the knowledge and skills in ICT.

The information and knowledge age, which underlies the fast changing 21st century, presents enormous opportunities to sub-Saharan countries. But these opportunities require a society that is, or can become, competitively productive. Yet sub-Saharan countries are neither nor are they likely to become so anytime soon. In other words, unless sub-Saharan countries overcome their 3rd mental darkness, they are unlikely to translate the bountiful opportunities of the 21st century into sustainable development efforts. Thus, the enormous resources they are investing into ICT infrastructure, service, research and training will have limited impact on their efforts out of underdevelopment.

This book has been specially prepared for students who are in high school, or in the alternatives to high school, to offer them holistic education in ICT. In the process of offering this education however, the book rids the upcoming generation of the 3rd mental darkness. In other words, it develops the mental clarity needed of their society in order to become competitively productive in the information and knowledge age. At the end of the book, learners are linked to complementary e-resources that promote access to tertiary education in their country.

Proceeds from selling you the opportunity for remembrance, described in the  video here, are largely for (i) revisiting the developed complementary e-resources so that they acquire meaning and relevancy in line with your country’s education system (ii) offsetting the production costs.