Geoffrey Kamundi - Carriculum Vitae as at 29th May 2014

1.0 Personal Details

Name:                                                  Kamundi Geoffrey Karani

Date of Birth:                                       1^st March 1989

Identification Card Number:                 27259761

Nationality:                                           Kenyan

Gender:                                                 Male

Marital Status:                                       Single

Religion:                                               Christian

Languages:                                            English, Kiswahili, French.

Address:                                                P.O Box 3510 – 00200, City Square                               

Mobile Phone:                                      0725 30 71 31

E-Mail:                                                  geoffrey.kamundi@gmail.com  

2.0 Summary of Qualification

I am a graduate in Information Sciences (Information Technology, Archives and records management, Libraries and information systems management and Majored in Journalism and Mass Media) from Moi University School of Information Sciences. I have an above two year working experience in a busy environment acquired from African Medical and Research Foundation (AMREF) and Gituntu Secondary School. I have good Computer Programming, Graphics Design, Website Design, Editing and Programming, Video Editing, Report Writing, Research and Communication skills, just to name a few.

3.0 Professional Certifications

Cisco Certified Network Associate, (CCNA): Ongoing.

4.0 Academic Background

2009 to 2013:   Bachelor of Science (BSc.) Degree in Information Sciences; Moi University, School of Information Sciences.

2004 to 2007:       Kenya Certificate of Secondary Education mean grade B+ (Plus), Kajiunduthi High School.

2003:               Kenya Certificate of Primary Education, 350/500 marks, Destiny School.

1995 to 2002:      Gituntu Primary School.

5.0 Work Experience

April 2014 to Date: Power Talks,

Position: ICT Consultant.

January 2014 to Date: Futuristic Kenya Limited,

Position: Software Developer/Graphics Designer/ICT Solutions Architect.

August to December 2013: Abriels Design Company,

Position: Web Developer.

July–August 2013: African Medical and Research Foundation (AMREF),

Position: Data Collection and Entry in Mwingi, Kenya.

April-October 2012: African Medical and Research Foundation (AMREF),

Position: Project Assistant (Volunteer),

Achievement:

• I did data entry and analysis for the data collected in northern Kenya on the awareness of the causes and the effects of HIV and AIDS.
• I participated in the collection of data in Kitui and Makueni counties on the awareness of the importance of family planning.
• I trained Community Health Workers across Makueni County.
• Assisted in report writing; monthly, quarterly and semi-annually.
• I monitored and evaluated Coordination of school health activities.
• I participated in documentation of projects activities.
• Participated in research to identify areas of greater needs.
• Maintained office electronics including computers and printers.

March 2008-July 2009: Gituntu Secondary school,

Position: Teacher,

Achievement:

• Class teacher; was the form one class teacher for a period of 4 months to July 2009.
• Preparing students for games; was the football-club coach for a period of 3 months before I left for the University in August 2009.
• I taught Mathematics, Physics and Chemistry in form three and four.
• I taught Geography in form one and Business Studies in form two.
• Prepared the Physics and Chemistry laboratory for all the practicals.
• Did all the activities assigned to me as the teacher on duty during the weeks I was on duty both during the day and at night because Gituntu is a Boarding school.

6.0 Publications

Research project: The role of mass media in creating awareness on alcohol abuse among first year University students in Kenya: a case study of Moi University, Eldoret, Kenya.

7.0 Additional Competencies

• Programming Languages: Java, C++, C#.NET, PHP, VB.NET, Python, Ruby, Javascript and C.
• Web Programming and Scripting in PHP, JavaScript, CSS, AJAX, JQuery, JSON, XHTML HTML5 and HTML
• Well conversant with Joomla, Wordpress, Drupal and processWire: Developed Many Websites with them.
• Koha Library Management System: Developed KPLC (Training School Library) Library Management System using it.
• Moodle Articulate and eFront Online Learning Systems: Developed UN projects using Articulate and many Others with Moodle.
• Magento and prestaShop e-Commerce platforms.
• OwnCloud file hosting.
• Graphics design in Adobe Photoshop, Illustrator and Fireworks
• Video Editing in Adobe Premier pro and After Effects
• Creating animations in Adobe After Effects
• Document Design in Adobe InDesign
• First Aid skills acquired from St. Johns Ambulance
• Data processing and analysis in SPSS
• Computerized accounting in QuickBooks
• Expert knowledge of Linux operating system.
• Expert Knowledge of Android Development.
• Well Conversant with Google Apps.
• Computer hardware maintenance and repair of up to chip level, for Laptops and Desktops.

8.0 Leadership Skills

2013: Treasurer, Moi University Information Technology group

2012: Secretary General, Moi University Information Technology group

2013: Instructor, Moi University Tae-Kwon-Do club.

2010 to 2012: Captain, Moi University Tae-Kwon-Do club.

2007: Class prefect, Kajiundithi High School

2003: Class prefect, Destiny School

9.0 Co-curricular Activities

2010 to 2011: Official and active member of Moi University Information Technology group.

2012 to 2013: Teaching programming classes to interested students from other departments which      do not offer Programming.

2012 to 2013: Teaching computer H/W and S/W maintenance classes to interested students.

2009: Active Member of Moi university Tae-Kwon-Do club.

2010: Represented Moi University in Tae-Kwon-Do games held at Menengai Social Hall, Nakuru.

2007: Represented Kajiunduthi High school in Provincial Science congress held at Maua Girls, Meru.

2004 to 2007: Active member of Kajiunduthi Secondary School Football team.

10.0 Hobbies

·         Computer Programming, Reading Programming and web development materials, Publishing materials, Carrying out research, Playing Tae-kwon-Do and soccer, Travelling.

10.0 Referees

Name	Organisation	Position	Contacts
Miss Bendy Kipchoge	AMREF	W.A.S.H Project Manager	0722 74 14 02 bendy.kipchoge@amref.org
Mr. Musakali Juma	Moi University	Lecturer	0722 76 94 77. musakali@gmail.com
Mr. Ananua	Gituntu Secondary School	Principal	0721 25 17 40

Chrisco Missionary Church 25 05 2014

http://youtu.be/s-RecHlGing

How The Smartphone Ecosystem Model Will Disrupt Business Everywhere

Pros and Cons of ICT Tools for Education

3 Main advantages of ICT tools for education

1‧	Through ICT, images can easily be used in teaching and improving the retentive memory of students.
2‧	Through ICT, teachers can easily explain complex instructions and ensure students' comprehension.
3‧	Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concentration.

3 Main disadvantages of ICT tools for education

1‧	Setting up the devices can be very troublesome.
2‧	Too expensive to afford
3‧	Hard for teachers to use with a lack of experience using ICT tools

Reference: This Website 

Factors Affecting the Successful Implementation of ICT Projects in Government

David Gichoya,
Research School of Informatics, Loughborough University, UK
D.M.Gichoya@lboro.ac.uk

Abstract: A government is a huge and complex organisation, whose operations and strategic focus could be greatly enhanced by the well focussed application of Information and Communication Technologies (ICT) to support improvements in productivity, management effectiveness and ultimately, the quality of services offered to citizens. While the benefits of ICT in government cannot be disputed, there are several concerns about its success as well as the strategies to be adopted in implementation of systems in various countries. In this paper, the characteristic challenges that developing nations face, which make ICT implementation in government fail to succeed are identified and synthesised. The paper presents results of literature review of case studies from both developed and developing countries and preliminary studies grounded in the Kenya e-Government reality. The key factors are identified, synthesised and categorised under common broad categories. This results in a rich picture of ICT implementation experience that helps to identify possible solutions. A descriptive framework for categorising key factors in ICT implementation in government illustrated with references to the literature is proposed. The input variables are categorised into factors for success (drivers and enablers), and factors for failure (barriers and inhibitors). The output variables are categorized into organisational and technological benefits. Finally, an action for success is proposed. This action includes suggestions for increasing the impact of factors for success while reducing the impact of factors for failure and use of available good practice.

See More Here

Hacking??

When solving problems, dig at the roots instead of just hacking at the leaves.

Anthony J. D'Angelo

Geoffrey Karani Kamundi

Living @ the speed of Thought!

Think of the number of times you were lying in bed half way between sleeping and being awake ..then you get this awesome idea which you know you must write down. However the thought of getting up is just too much to bear but the idea is pretty clear in your head and you decide that you will sleep and write it down in the morning . Morning comes and then ....$_(*!$_(*@^$_(@*^ You are trying to remember but it has totally vanished. I'm sure you know what im talking about. Tonight at Coffee we will be sharing on what i call LIVING @ THE SPEED OF THOUGHT. The time lapse between you getting an idea and you taking an action in the direction of the idea is often the determinant of success or failure. And.... As usual we will have another visionary and self made millionaire share his journey with us. Look forward to seeing you. -Coffee with Dr. Wale. Tsavo Ballroom. KICC, Nairobi. Time 6pm. Tickets 1000 KES. For reservations call Cynthia on 0704 509 608

Coffee with Dr. Wale, May 8th 2014

Welcome to coffee with Dr. Wale (Network of Champions) on 8th May at KICC Tsavo Ballroom from 6.00pm. See more at http://www.powertalks.biz/coffee-with-dr-wale/

Challenges facing implementation of computer education in Kenya.

1. Lack of qualified teachers to teach ICT in schools; The demand for ICT learning has been tremendous and the number of teachers who are trained to teach ICT cannot meet the demand. There are more students willing to be taught computing skills than there are teaches to transfer the skills.
2. Lack of computers; Computers are still very expensive and despite spirited efforts by the government agencies, NGO, corporate organizations and individuals to donate computers to as many schools as possible, there still remains a big percentage of the schools unable to purchase computers for use by their pupils.
3. Lack of electricity; Many schools are still not yet connected to electricity; Kenya being a developing country, the government has not been able to connect all parts of the country to the national electricity grid. Consequently those schools that fall under such areas are left handicapped and may not be able to offer computer studies.
4. Computers are still expensive in Kenya, in a country with a GDP of $1600, majority of the individuals and schools cannot afford to buy a computer and consider it as a luxury item, more expensive than a TV. While 2nd hand computers cost as little as $150 and branded new computers being sold at $500 or higher.
5. Broken down computers; while a good number of schools have benefited from donated used computers, they have not been adequately equipped with the same on maintenance and repair, hence its very common to see a schools computer lab full of broken down computers, some repairable and some not. This has actually been a major problem, and the government has now put strict measures on any person, NGO or corporate bodies willing to donate 2nd hand computers. (It is seen as a dumping ground); e-waste management.
6. Burglary; the fact that computers are still very expensive in Kenya, makes them a target for thieves who usually have ready markets to another party at a much less figure. This has made many schools to incur extra expenses trying to burglar proof the computer rooms. This extra expense makes some schools shy away from purchasing computers for their students.
7. Fear by the administration; there is still a strong perception especially by the older generation that computers require highly skilled personnel to operate them, while this may not be the case, some school administrators also fear that their students will be exposed to adult sites and other undesired sites, through the use of the internet. Some also fear the infection of viruses to their computers leading to data loss, while this may be true to some extent, proper education on the safe use of computers and help alleviate some of this fears.
8. Fear by the teacher, the teacher may fear being rendered irrelevant by the introduction of computers in his/her class. The ‘feel’ that the teacher still remains an authority and a ‘know it all’ in class is something that most teachers cherish, and anything that makes them otherwise is deemed an enemy of the classroom.
9. Lack of internet or slow connectivity; most schools are not able to connect to the world wide web, due to the high costs involved in the connectivity. On average, it may cost approximately $120 per month to connect to about 15 computers on a bandwidth of 128/64kbps. This is considered as very expensive for a very slow speed.
10. Lack of initiative by the community leaders; the community leaders who are charged with looking at the interests of a given community do not see the need to purchase and subsequent installations of computers to their schools as a priority. They consider health care, provision of water and other amenities as more important than buying computers for their schools.
11. Obsolete computers lower the morale of both the teacher and the student; it is very common to find some schools using very old computers running on win98 or win 95.
12. Increased moral degradation – internet pornography, cyber bullying and other anti-social behaviors is a worrying emerging problem.

The dilemma which arises in providing educational technology stems from a lack of financial resources and a limited distributive capacity. In addition, many African countries have not been able to employ teachers, and provide resources to keep up with this demand. This brings about compromised quality of education. Further, many African governments face the predicament of educational expansion that corresponds with economic development. Despite the setbacks, access to education is a strong focus of most governments.

Kenya as has put in place an ICT policy that aims to improve the livelihoods of Kenyans by ensuring the availability of accessible, efficient, reliable and affordable ICT services. The national policy addresses several sections, among them includes; Information technology, Broadcasting, Telecommunications and Postal services. However, it is the section on information technology that sets out the objectives and strategies pertaining to ICT and education.

The relevant objective in this section states that government will encourage:

“…the use of ICT in schools, colleges, universities and other educational institutions in the country so as to improve the quality of teaching and learning.”

ICT can play a significant role in equalizing opportunities for marginalized groups and communities. But the paradox is that for those groups that are unable to cross the technology divide, ICT is yet another means to further marginalize them. Education has a major role to play in resolving this problem. Thus, unless ICT becomes part of both the delivery and content of education, the disadvantage will deepen and development will suffer.

But the failure to use ICT is itself a result of the digital and knowledge divides that exist, and their causes are deeply embedded in the complex historical and socio-cultural context of the country. Fortunately, with the Vision 2030 goals, the Kenyan government has begun to implement strategies that will address these paradoxes.

Martin Mungai.