The document describes several programs and initiatives aimed at improving digital skills and employment for African youth. It discusses the Resilience Academy project, which develops open e-learning resources on geospatial and risk management skills. It provides statistics on students trained through classroom instruction, online courses, and an industrial training program. The Climate Risk Database and GeoICT4e program are also summarized. The Multi-Competences Learning program piloted in Tanzanian universities is outlined, with the goal of giving students skills in areas like geospatial data, sustainability, and innovation. Student feedback praises gaining practical skills through these programs.

1. Msilikale Msilanga

2. Improve youth skills for
better employability
World Bank funded project led by
university partnership and service
delivery program aiming to improve
digital skills, competences and
employment of African youth
Resilience Academy
A project under the HEI ICI
programme which is funded by
the Ministry for Foreign Affairs
of Finland and administered by
the Finnish National Agency for
Education.
GeoICT4e
A MOODLE like digital cloud
learning environment for higher
education institutions funded by
the Ministry of Education and
Culture of Finland
DigiCampus

3. Resilience
Academy
Services for digital skills,
innovations and employment
E-learning Resources
Industrial training Program
Climate Risk Database
Research and Innovation
New generation university graduates need to be
competent with novel data and technologies and master
the dynamic interface with societies’ emerging needs to
create innovative and impact-based data solutions
Resilience Academy uses open, affordable and locally
adaptable tools and technologies, with participatory
mapping approaches to make learning widely accessible

4. E-learning
resources
MOOC development for training students,
university experts and other partner

5. E-learning resources
MOOC development for training students, university experts and other partner
Blending e-learning
with data and
technologies to
innovation activities
Access and use of the
online learning
materials outside
universities.
Open access to self-study
learning materials with
appropriate contextual
sustainability
E-learning resources facilitate uptake of
relevant conceptual and hands-on
geospatial and risk management skills and
competencies. These online resources and
materials respond to a shortage of practical
learning materials in Tanzanian universities
and focus on training students with data and
technology application skills relevant for
urban resilience in the Global South.

6. Delivering E-Learning
under Resilience Academy
Class training for references,
exercises, assignments and
practical exercises
Specific training events such as
Visualization challenge, short
courses, professional events
Online training for anyone
to use (open access)
Certification only through
local universities and their
learning services

7. 750+
Students trained in class:
40+
8
Local courses using materials:
Learning modules

8. 6
How the learning materials end up in use at the
universities by the students and stakeholders?
2 Module content
development and
digital materials
Development
1 Defining learning
objectives for module
and pre-requisites
Preparations
3 Selection of target
curricula and courses in
each university
Link the MOOCs with University
curricula
4 Training of the
trainers for the target
courses
Training to Students, Experts and
partners
6 Using the materials
embedded into
universities’ regular courses
Use and Measure the impacts
5 Refining the learning
materials and making
online mini-courses
Make changes based on the
comments and discussion

9. Industrial
training program
Universities | Students | Communities
| Government | Clients

10. Industrial training
Universities | Students | Communities | Government | Clients
The Resilience Academy Internship
Program exposes hundreds of students
annually to industrial training. Under the
guidance of the engagement managers,
students learn conceptual and practical
data collection and management skills
combined with workplace skills on
community engagement and mapping.

11. 1400+
Total students engaged since 2016
300+
20+
E-learning training materials access
Learning use cases

12. " My participation in the Resilience Academy
helped me to understand more about
geospatial . As an IT person, I am able to
integrate the IT skills I have from class with
geospatial to develop tools that will help my
community."
— Tukupala Mwalyolo, Graduate from University of Dar es Salaam

13. Climate Risk
Database
Geospatial database for data access and
data sharing

14. Climate Risk Database
Geospatial database for data access and data sharing
Climate Risk Database (CRD) is a geospatial
data repository that supports research,
education and planning, such as disaster-risk
management practices. The rich repository of
datasets consists of open-access data from
industrial training, Tanzania Urban Resilience
Program projects, and third parties.
https://geonode.resilienceacademy.ac.tz/

15. 40+
Geospatial dataset linked into the E-learning materials
405
40
Registered community to access CRD documents
Curation documents developed

16. Other Resilience Academy Cases
Research and Innovation
Access training materials to develop
research topics, access to data for
research and understand data
analysis and data visualization
Data Visualization Challenge
• Access training materials to
understand concepts, tools and
practical for visualization and
accessing the data.
• To check other examples and tips and
tricks for making good visualization.
Micropayment Pilot
Accessing training materials to
understand how to use the data
collection tool, understand how to
access the collected data and analysis of
data.

17. GeoICT4e
GeoICT4e collaborative set-up for
institutional development and
transformation of learning
Demand-driven cooperation and partnerships with
local innovation actors, the government, industry and
CSOs and NGOs and local communities
STAFF has improved capacities and competences to
plan and implement transformative learning solutions
STUDENTS have improved digital skills and multi-
competences to co- design innovative solutions
STAFF & STUDENTS have open access and wider usage
of digital technologies and e-learning assets

18. 21ST CENTURY MULTI-
COMPETENCES
Climate,
sustainability and
resilience skills
Students know how to design
solutions based on transformative
power digital data and tech solutions
for social, environmental and
economic sustainability and
improved resilience.
Entrepreneurial and
innovation skills
Students’ confidence to execute
innovative and out-of-the-box
solutions comes from their
entrepreneurial attitude with 21st
century transformative skills in the
front-line: creativity, critical thinking,
communication and collaboration
Geospatial data and
technology skills
Students are able to obtain practical
skills in collecting and using digital
geospatial (location) data and open-
source geospatial and ICT
technologies in a novel and
contextually clever manner
Problem domain skills
in space and time
Students are able to understand the
root causes and consequences of the
problems and their spatial and
temporal dimensions. Problems are
systemic in nature and they materialize
though complex chains of
interdependencies.

19. Multi-Competences
Learning program
(MCL)

20. MCL 2022
Pilot Program
in Tanzanian
universities
MCL Learning Objectives
• are skilled in conceptualizing spatial (location-related) problems
in the society, and identifying solutions to these problems based
on geospatial data and digital technologies
• know from firsthand experience how complex problems are
approached and solved through dividing into project work with
their own sub goals, milestones and deliverables
• have obtained hands-on skills to discover, use and assess
geospatial data and digital technologies as part of the solution
provision for different practical challenges and needs posed by
the client and end-users
• can plan and manage team work extending over several weeks
and recognize the roles and responsibilities of members in a
project team, linked with the team deliverables
• know how to communicate progress and results of the team
work to stakeholders with diverse backgrounds.
• have improved confidence to work in multi-skilled teams, and
analyze and communicate progress and performance of the work
to external stakeholders

21. MCL 2022 as a 8-week
industrial placement program
Digicampus was a platform to share student daily activities and mentors manual including
weekly survey and mentors reflections
Week 1 - 2
Building foundation Prototyping
Week 5 - 7
Solution
Week 8
Demo and feedback
1
Week 3 - 4
2 3 4

22. Building
foundation
• Learning about the umbrella challenge
that is derived from the problem of the
society
• Develop actionable problem
Week 1 - 2

23. Prototyping
• Develop solution ideas to the actionable
problems
• Exposed to geospatial data and different
digital tools, software and technology
Week 3 - 4

24. Solution
• Build prototype of the solution using
digital data and technology identified
Week 5 - 7

25. Demo and
feedback
• Preparation of the final presentation of
the solution and refine the deliverables
• Conduct pitching presentation and show
demo of the solution
Week 8

26. MCL 2022 umbrella
challenge themes
UDSM: Poor availability and accessibility of water and sanitation services
in Dar es Salaam
ARU: Poor solid waste management in Dar es Salaam
SUZA: Competing coastal livelihoods in Zanzibar
SUA: Urban ecology management and its implications on climate change
resilience
MoCU: Forest loss and degradation at Kilimanjaro mountain

27. 106
Students participated in the MCL Challenge 2022
23
20+
Actionable challenge developed
Mentors

28. ”As a Geography student I
have learned different ICT
techniques that integrate with
geospatial to develop
comprehensive solution.”
— Amon Samweli, student from University of Dar es Salaam

29. Learning is for everyone

30. Thanks | Asante
Msilikale Msilanga
msilikale.msilanga@utu.fi
Links:
https://www.geoict.org/
https://tanzania.utu.fi/
https://resilienceacademy.ac.tz/
https://geonode.resilienceacademy.ac.tz/
@GeoICT4e, @Tanzania_RA