The ACS describes itself as \”the professional association for Australia’s Information and Communication Technology (ICT) sector\” and \”Australia’s primary representative body for the ICT workforce\”, but industry analysts have questioned this based on the small percentage of IT professionals who are ACS members. The issue has been discussed in the press since at least 2004, and in 2013 the Sydney Morning Herald wrote that \”the ACS aggressively seeks to control the important software engineering profession in Australia, but … less than 5 per cent of the professional IT workforce belongs to the ACS.\” The ACS Foundation came up with a slightly higher figure: \”Depending on the data used to calculate the number of ICT professionals in Australia, however, [ACS] membership represents approximately 6.5 per cent of the total.\”
From: alex watila [mailto:firstname.lastname@example.org]
Sent: Tuesday, December 19, 2017 6:30 PM
To: \’KICTAnet ICT Policy Discussions\’ <email@example.com>
Cc: \’Julius Njiraini\’ <firstname.lastname@example.org>
Subject: RE: [kictanet] ict practitioners bill is back
Please note that Australian Association of computer professional is an organization that you join voluntarily like BCS, IEEE, ACM or CSK
The requirement during recruitment that you should belong to a professional association should be sufficient.
From: kictanet [mailto:email@example.com] On Behalf Of Julius Njiraini via kictanet
Sent: Monday, December 18, 2017 6:53 PM
To: firstname.lastname@example.org <mailto:email@example.com>
Cc: Julius Njiraini <firstname.lastname@example.org <mailto:email@example.com> >
Subject: Re: [kictanet] ict practitioners bill is back
What is an ICT professional according to Australian Association of computer Professional standards
The ACS Professional Standards Board (2007) deems an ICT professional as someone eligible for its professional level of membership. That individual should possess the following knowledge, skills and capabilities:
* • Factual and theoretical knowledge of ICT in broad contexts.
* • Advanced, coherent body of knowledge in a discipline/field involving critical understanding of theories and principles.
* • Advanced skills, demonstrating mastery and innovation required to solve complex and unpredictable problems in a discipline/field of ICT.
* • Exercise management and supervision [skills] in contexts of work activities where there is unpredictable change.
* • [Competent to] Take responsibility for complex technical and professional activities or projects.
* • [Competent to] Review and develop performance of self and others.
In this context, the descriptors the ACS uses to define levels of membership can be stated as:
* • Knowledge: facts, information and skills acquired through experience and education.
* • Skills: the ability to perform a task.
* • Capability: a standard necessary to perform a specific job.
Underpinning this choice of descriptors is the skills framework for the information age (SFIA), which is described as providing ‘a common reference model for the identification of the skills needed to develop effective information systems (IS) making use of information technologies (IT)’.
SFIA is a two-dimensional table that represents skill sets on one dimension and levels of responsibility, or capability, on the other. A tabular view of SFIA subset is provided in Figure 1 below.
The ACS considers that graduates from most, but not all, Australian ICT degree programs can, after 18 months relevant industry experience, perform at SFIA Level of Responsibility 4 (Enable). With further experience, and studies within the ACS CPe program, its graduates are expected to have achieved SFIA Level of Responsibility 5 (Ensure, advise) and be eligible for professional level membership.
Figure 1: A subset of the SFIA
Source: Extracted from SFIA, 2008c
SFIA Levels of Responsibility 4 and 5 are defined Table 1a and 1b below.
Table 1a: Definition of SFIA Level of Responsibility 4
SFIA Level of Responsibility 4 (Enable)
Works under general direction within a clear framework of accountability. Substantial personal responsibility and autonomy. Plans own work, to meet given objectives and processes.
Influences team, and specialist peers internally. Influences customers at account level and suppliers. Some responsibility for work of others and allocation of resources. Participates in external activities related to specialisation. Decisions influence success of projects and team objectives.
Broad range of complex technical or professional work activities in a variety of contexts.
Selects appropriately from applicable standards, methods, tools and applications and use. Demonstrates analytical and systematic approach to problem solving. Communicates fluently orally and in writing and can present complex technical information to both technical and non-technical audiences. Is able to plan, schedule and monitor work activities in order to meet time and quality targets and in accordance with health and safety procedures. Is able to absorb rapidly new technical information and apply it effectively. Good appreciation of wider field of information systems, its use in relevant employment areas and how it relates to the business activities of the employer or client. Maintains awareness of developing technologies and their application and takes some responsibility for personal development.
Source: Extracted from SFIA, 2008c
Table 1b: Definition of SFIA Level of Responsibility 5
SFIA Level of Responsibility 5 (Ensure, advise)
Works under broad direction. Full accountability for own technical work or project/supervisory responsibilities. Receives assignments in the form of objectives. Establishes own milestones, team objectives and delegates assignments. Work is often self-initiated.
Challenging range and variety of complex technical or professional work activities. Work requires application of fundamental principles in a wide and often unpredictable range of contexts. Understands relationship between specialism and wider customer/ organisational requirements.
Broad range of complex technical or professional work activities, in a variety of contexts.
Advises on the available standards, methods, tools and applications in own area of specialisation and can make correct choices from alternatives. Can analyse, diagnose, design, plan, execute and evaluate work to time, cost and quality targets. Communicates effectively, formally and informally, with colleagues, subordinates and customers. Demonstrates leadership. Clear understanding of the relationship between own area of responsibility/specialisation to the employing organisation and takes customer requirements into account when making proposals. Takes initiative to keep skills up to date. Maintains awareness of developments in the industry. Can analyse user requirements and advise users on scope and options for operational improvement. Demonstrates creativity and innovation in applying solutions for the benefit of the user.
Source: Extracted from SFIA, 2008c
While comprehensive in the range of skills it encompasses, SFIA has no skills category relevant to professionalism, or professional behaviour. To cover this area, the ACS has expanded on SFIA with an additional skill set that, for university and CPeP graduates, are defined in Table 2 below.
Table 2: Definitions of ACS professionalism skills
SFIA Level of Responsibility 4 (Professionalism skills of university graduates)
Develops a basic risk management plan for simple projects including the impact on social, business and ecological environments.
Identifies legal requirements and constraints imposed on the work/project and contributes to compliance.
Commits to a code of ethics, standards and practice and can apply these in basic projects.
SFIA Level of Responsibility 5 (Professionalism skills of CPeP graduates).
Develops a risk management plan for projects including the impact on social, business and ecological environments and ensures compliance.
Ensures compliance with all legal/regulatory requirements.
Ensures compliance with appropriate professional codes of ethics, standards and practice.
Source: Extracted from SFIA, 2008c
An ICT professional, therefore, is someone who has full accountability for their own technical work and responsibilities; whose decisions can impact on the success of projects; who develops business relationships with customers; who must apply fundamental principles in a wide and often unpredictable range of contexts; and, who can analyse, diagnose, design, plan, execute and evaluate work to time, cost and quality targets. In addition, they can communicate effectively, demonstrate leadership, and keep their skills up to date. They are creative, innovative, and aware of their impact on social, business and ecological environments. Their knowledge and actions are able to influence direction within the organisation, their peers and industry.
Are there grades of ICT professionalism
An ICT professional, in the view of the ACS, is someone eligible for its professional level of membership. This level is not easily achieved and thus, in the view of the ACS, ICT professionals are a subset, perhaps a small subset, of the generality of ICT practitioners.
But the ease or difficulty of gaining ACS membership at the professional level is not the consideration here. It is whether membership at this level means something about the person who gains the professional level of membership and, therefore, also suggests something about other practitioners who are not members at the professional level.
The ACS professional level of membership aims to be a differentiator between ICT practitioners, who the ACS verifies as reliable and competent at SFIA level of responsibility 5, and others, who might be less than reliable at that level. Those with the ACS professional level of membership can use their membership as evidence for prospective employers and clients of their professional abilities. Those who are not ACS professional level members will require additional evidence, and additional corroboration, to justify similar claims.
Note that the ACS is not aiming to be elitist or exclusive with its professional level of membership. There are other levels of membership with less onerous prerequisites. The associate level, for instance, is mapped to the SFIA level of responsibility 3 (Apply). But it is the objective of the ACS for its members at these other levels to raise their knowledge, skills and capabilities to the level of the professional. The ACS aims to be both an inclusive organisation, and an organisation that encourages continuing professional development amongst its members.
Indicative of the ACS view of professionalism is that the majority of assessments in its CPe program do not have a grade for exceptional achievement. Instead, most items of assessment are graded 0, 1, or 2 — where 2 is measured as at or exceeds expectations. The ACS does not view professionalism in multiple grades. Rather, a person is either an ICT professional, or they are not. They either meet the criteria for membership at the professional level, or they do not. They can either take on professional responsibilities at SFIA level 5, or they cannot.
What is professional development for ICT professionals
The ACS specifies its professional level of membership in terms of knowledge, skills and capability. Professions Australia defines a profession in similar terms; the possession of ‘special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level’ (Professions Australia, 1997).
Considering, again, the definitions of an ICT professional provided above, it seems reasonable now to define professional development as the acquisition of, and the continuing possession and use of, facts, information, and skills necessary to perform a task.
It is important to distinguish between the ‘acquisition of … facts, information and skills’, and the ‘continuing possession of … facts, information and skills’. The first is initial professional development (IPD), and the second is continuing professional development (CPD).
The UK Initial Professional Development Forum defines IPD as ‘a period of development during which an individual acquires a level of capability necessary in order to operate as an autonomous professional’. It goes on to clarify the concept with the statement ‘Professional bodies may recognise the successful completion of IPD by the award of chartered or similar status’ (nd).
Engineers Australia states ‘Continuing Professional Development (CPD) helps you maintain up-to-date technical skills and knowledge of processes, technology and legislation. It also enables you to attain and maintain your Chartered Status’ (2009).
The ACS now follows a similar strategy. To achieve its professional level of membership, an applicant is required to have a minimum of four years relevant experience and, in addition, have completed a course of study encompassing the ACS core body of knowledge. This entitles an applicant to use the postnominal MACS (Member of the ACS).
But, to use the post-nominal MACS CP, indicating an ACS-recognised certified professional, a MACS must complete the ACS CPe program. Initial professional development, therefore, is a course of study, typically a university degree in some aspect of ICT, plus experience, plus postgraduate studies in professionalism (that is, the ACS CPe program).
Then, to maintain their CP status, a member must complete, annually, at least 30 hours of professional development; which is to say, continuing professional development. Unlike IPD, the ACS view of CPD is that it should be self-directed. Except for its quantity, and that it must be relevant to a practicing computer professional at SFIA level 5 or above, the ACS does not prescribe what the professional development must comprise.
Where, on the scale of academically oriented education versus competency-based training, does ICT professional development lie
To achieve the ACS professional level of membership, an applicant requires a minimum of four years relevant experience plus the completion of a course of study encompassing the ACS core body of knowledge. The ACS, therefore, deems professionalism to be acquired only through a combination of education and experience.
It seems obvious that, if professionalism is defined in terms of knowledge, skills and capability, then a professional requires education beyond that offered in a typical diploma or degree. They require more than just knowledge, and more than just technical skills.
The professional requires contextual awareness; that is, how ICT, and the numerous ICT roles in industry, fit within and influence the world of business, society, and the environment. They also need a reasoned and objective assessment of themselves; their own knowledge, skills and capabilities. A person seeking a job on the basis of an innocent but incorrect assessment of their own ability is as unprofessional as a person who deliberately falsifies their résumé. And these two requirements lead to the skill set the ACS has added to those of SFIA, namely, the skills concerned with risk management.
So, where does ICT professional development lie on the academically oriented education versus competency-based training scale? It lies across the entire scale with, perhaps, IPD centred more towards the academically oriented end, and CPD more towards the competency-based end.
What is achieved by teaching ethics
The ACS describes itself as a professional association. This suggests that the practice of ICT and computing-related activities is, or should be, a profession. An ICT practitioner in Australia, however, can claim to be an ICT professional even though, unlike practitioners in disciplines such as law and medicine, they do not need any form of registration or belong to a professional association.
Professions Australia describes a profession as ‘a disciplined group of individuals who adhere to ethical standards …’ (1997). While it should not be assumed from this that ICT practitioners in Australia who do not belong to a professional association will necessarily behave unethically, it can be reasonably argued that the possibility of unethical behaviour is less likely if a person is educated and trained in the interpretation and application of ethical standards. Further, it can be argued that a person is less likely to behave unethically if they are subject to disciplinary processes by their peers; which is to say, their professional association.
ACS rules and regulations (nd) include a code of ethics, extracts of which are provided in Table 3 below.
Table 3: Extract of ACS code of ethics
4.1 To uphold and advance the honour, dignity and effectiveness of the profession of information technology and in keeping with high standards of competence and ethical conduct, a member must:
(a) be honest, forthright and impartial, and
(b) loyally serve the community, and
(c) strive to increase the competence and prestige of the profession, and
(d) use special knowledge and skill for the advancement of human welfare.
4.3 Values and Ideals
I must act with professional responsibility and integrity in my dealings with the community and clients, employers, employees and students. I acknowledge:
I must place the interests of the community above those of personal or sectional interests.
I must work competently and diligently for my clients and employers.
I must be honest in my representation of skills, knowledge, services and products.
4.3.4 Social Implications
I must strive to enhance the quality of life of those affected by my work.
4.3.5 Professional Development
I must enhance my own professional development, and that of my colleagues, employees and students.
4.3.6 Information Technology Profession
I must enhance the integrity of the information technology profession and the respect of its members for each other.
Source: Taken from ACS rules and regulations (ACS, nd)
While the code of ethics is readily accessible to ACS members and people affected by their work, it comprises general and non-specific statements and often requires guidance in interpretation and application. This point is supported by the ACS standards of conduct, which state that ‘A member is expected to take into account the spirit of the Code of Ethics in order to resolve ambiguous or contentious issues concerning ethical conduct’. In addition, the ACS has a code of professional practice and professional conduct, which is designed ‘to provide members with authoritative guidance on acceptable standards of professional conduct and … is not intended to include a multitude of detailed rules’. It goes on to say that the code should not be ‘narrowly interpreted’ (ACS, nd).
While the ACS offers formal education programs in professional ethics, a specialist intermediary is often required to apply the ACS code of ethics to professional practice in the real world.
Together with its code of ethics and supporting education activities, the ACS has implemented disciplinary procedures, see Table 4 below, which can be applied in the event that a member behaves in a manner inconsistent with the Code.
Table 4: Nature of complaints and disciplinary action
7.1. Nature of Complaints and Disciplinary Action
7.1.1. A complaint may be made against any member who acts or fails to act in the course of his or her professional activities in such a way as to justify the taking of disciplinary action, including;
(a) failing to observe, whether intentionally or unintentionally, the Rules or the National Regulations,
(b) failing to comply with, whether intentionally or unintentionally, any ethical, professional or technical standards published by the Society,
(c) acting or failing to act so that, as a consequence, whether intended or not, the Society is or is likely to be brought into disrepute or suffer loss or damage,
(d) any combination of (a), (b) and (c).
7.1.2. If the complaint is substantiated, the member may be disciplined by:
(a) expulsion from the Society, or
(b) suspension from the rights of membership for a period of 3 years or less or until imposed conditions are met, or
(c) being required to comply with conditions imposed as to the carrying out of the member’s occupation, or
(d) being required to complete specified courses of training or instruction, or
(e) caution or reprimand, or
(f) any combination of 2 or more of (a), (b), (c), (d) and (e).
Source: ACS rules and regulations (ACS, nd)
The ACS encourages its members, and their employers, to view ethical behaviour as a risk-management strategy. Philip Argy, while president of the ACS, wrote ‘the standards set for ACS membership and the ethics of professionalism provide a guaranteed credential for employers and board directors wanting to minimise their risk’, and ‘membership of the ACS at the professional level immediately conveys to the world that you are committed to the highest standards and maintain a level of knowledge, expertise and mental acuity that ensures you are more able to deliver requirements on time, on budget, and with less risk’ (2006).
This notion of ethical behaviour as a risk management strategy is formalised such that an ICT practitioner, to graduate from the ACS’s initial professional development program, must demonstrate capabilities listed in Table 2 (above). Additionally, the practitioner must demonstrate that he or she;
Carries out risk assessment within a defined functional or technical area of business. Uses consistent processes for identifying potential risk events, quantifying and documenting the probability of occurrence and the impact on the business. Refers to domain experts for guidance on specialised areas of risk, such as architecture and environment. Co-ordinates the development of countermeasures and contingency plans.
This second skills definition is taken from SFIA, specifically the business risk-management skill at the SFIA level 5 of responsibility titled ‘Ensure, advise’ (SFIA Foundation, 2008c).
How does the ACS achieve its learning objectives in teaching ethics
The ACS delivers initial and continuing professional development programs using its in-house educational group called ACSEducation. The initial professional development programs are all delivered online, while the majority of continuing professional development programs are delivered on-ground.
ACSEducation has three full-time staff, none of whom are routinely involved in active teaching. The teaching staff of ACSEducation are engaged on a sessional or voluntary basis and all are senior professional members of the ACS. Typically they have no formal training as educators and most work outside of ACSEducation as ICT practitioners. ACSEducation is supported by an advisory panel comprising senior ICT professionals from Australian public- and private-sector IT organisations and, from 2010, it has been governed by an independent academic board comprising senior university academics.
The ACSEducation Learning Management (LM) system is an open-source product that its developers, Moodle Pty Ltd (2008), claim to have designed on sound pedagogical principles. The product is used by many organisations, such as The Open University, United Kingdom (2005), both for managed learning and collaboration.
Professionalism and ethics are addressed in three ACS programs; at the postgraduate level through the ACS Professional Year (PYear) and CPe programs; and at the undergraduate and vocational levels through the ACS Diploma of Information Technology. In the diploma, professionalism and ethics topics are only assessed, with teaching provided through colleges independent of the ACS.
Professional ethics at the postgraduate level
Similar processes and practices are used for teaching professional ethics in the PYear and CPe Programs.
The PYear is a 12-month, job-readiness program comprising three formal subjects and a 12-week internship with a host company. Participants, typically, are recent graduates of university courses accredited by the ACS and most are international students seeking permanent residence in Australia. The PYear participants are student members of the ACS and thus bound by the ACS rules, especially as pertaining to the ACS code of ethics.
The CPe program comprises four subjects that are completed on a part-time basis, plus a period of mentoring where a participant works one-to-one with a senior member of the ACS. Participants in the CPe program, normally, are graduates of an ACS-accredited university degree with at least 18-months experience who are employed in an ICT-related role. Most are professional grade members of the ACS who, like their PYear colleagues, are bound by the ACS rules pertaining to ethics and professional conduct. Participants in the CPe program, typically, will start with the professional ethics subject titled Business, Legal and Ethical Issues.
Like their colleagues in the PYear, participants studying professional ethics in the CPe program use the ACSEducation LM system to access learning materials, submit assessment items, and contribute to weekly discussion forums. The following discussion provides a general overview of the ACS postgraduate professional ethics subject.
Students in the first week of the professional ethics subject are presented with the following statement:
In preparing this subject it has been assumed that you and your fellow students are over-achievers; self-motivated, disciplined, and determined to succeed. You have extensive prior knowledge and experience relevant to your study; you are open-minded about sharing your work and educational experiences; and you accept critical thinking as part of the learning process.
In this statement, the ACS is recognising that postgraduate study — specifically, postgraduate study in professional ethics — differentiates its participants from the majority of the population, including the majority of ICT practitioners. It implies that professional ethics is a specialised pursuit critical to the success of someone seeking to be, and to be recognised as being, an ICT professional.
All subjects in the CPe program require 8 to 10 hours of study per week for 13 weeks. The content of the professional ethics subject is structured as in Table 5 below.
Table 5: Content of Business Legal & Ethical Issues subject
Module 1 (weeks 1–3) The role of IT Professionals in Business.
What is a professional?
The client/professional relationship.
Corporate culture and personal values.
Frameworks to resolve ethical issues in the workplace.
Module 2 (weeks 4–6) Risk Management Frameworks.
Risk management principles and concepts:
IT Risk Management.
Module 3 (weeks 7–9) IT Governance.
IT Governance Regulatory Frameworks.
IT Governance\’s role in ISO/IEC38500:2006 IT GOVERNANCE standard.
Module 4 (weeks 10–13) Managing Risk in the Business.
Risk management issues, challenges and compliance with respect to social, business and ecological environments.
The ACS takes a more practical than normative approach to teaching professional ethics. Nowhere in the required readings, for example, is there mention of deontology or utilitarianism, though participants may encounter such concepts in their ancillary readings. Most effort is given to examining practical situations of ethical significance and discussing with colleagues the applicability to those situations of the ACS code of ethics, different risk-management frameworks, and standards of IT governance.
A teaching week in the ACS professional ethics subject has two sessions; Sunday to Wednesday and Thursday to Saturday. In the first session, participants work individually, reading and, based on their personal and professional experiences, answering tutor-supplied questions. In the second session they work collaboratively in cohorts of up to 20 discussing and debating the questions previously answered individually.
The role of the tutor in the professional ethics subject is to set questions and monitor discussions. Tutors must redirect dialogue that strays from the required theme, encourage less assertive participants to enter into an exchange of ideas, gently restrain dominating participants, and reprove participants who fail to contribute.
For their contribution to weekly discussions, participants are graded, as noted previously, with no differentiation between work at, and work above, an expected standard. It is assumed that work above an expected standard will necessitate a participant not fulfilling their responsibilities in another aspect of their life; maybe professional or family. In a similar vein, participants who contribute below an expected standard are not only awarded low marks, but they are told that their behaviour is unprofessional in that they are not assisting with the learning of their colleagues.
Assessment of discussion forums accounts for 20 per cent of the marks in the subject.
Weekly discussions rely on each participant sharing their knowledge, skills and experience with their colleagues with the aim to address, as expressed here by the International Federation of Accountants, the reality that;
In the case of complex ethical situations it is unlikely that there will be only one ‘right’ answer. While analysis may not give a single ‘right’ answer to a problem or dilemma, it may lead to one or more answers that are more consistent with the fundamental principles … (2007)
The approach of using weekly discussions separates the CPe program from many others courses that teach professional ethics and, in the view of ACSEducation, this process increases its educational effectiveness. Participants are obliged to reflect upon professional ethics every day in their workplaces and debate points of view with colleagues whose workplaces may be different from their own.
In Week 6 of their 13 weeks in the professional ethics subject, participants submit an assignment addressing ethical issues as described in three case studies. Again, quoting the International Federation of Accountants, the aim is;
By learning to analyze case studies and examples of ethical threats, individuals realize that problems and ethical dilemmas do have solutions. (2007)
I do not even see what the problem here is, What is so hard in having a membership based organization (who\’s membership is open to all) regulating policy, where members then can openly discuss, define, and review :
a) What strengths we have as a nation on the ICT front,
b) What opportunities exist and how we can leverage this for the greater good and
c) How we should behave so our status professionally keeps rising.
Why should some people somewhere earn dollars to sit in expensive committees to come up with a classroom style definition of what an ICT professional is, and then spend even more money stopping people from exploiting their creativity.
I do not know what the motivations for this bill are, The only point of reference we have are the first one, I would still look at it suspiciously, especially the urgency with which it is being reintroduced, period!
Why not present the gaps as they are and we just focus on filling the gaps.
The one thing that differentiated how Britain\’s Industrial revolution was by magnitudes far more successful than France, is that one had an open policy to innovation, anyone could be listened to and the default challenge was always \”Prove it\”, In the other, Before you showed up before schooled men & women, you had to prove you are qualified to even set foot on stage.
Names like John Kay, Richard Arkwright, James Watt and Stephenson would not exist today, in a worldview that seeks to strangle innovation.
Tel: +254 707 750 788 / 0731750788
As we mull over this discussion, let us also consider how we engage. Attached is a Kictanet brief for discussion that identifies some key characteristics for inclusive cyber policy making that would be useful moving forward.
In support of self regulation, there are at least some traditional guidelines when coming up with new legislation:
1. Is there serious mischief clearly identified that the law should address.
2. Who is best suited to cure the mischief
3.In prescribing a cure, consider whether the proposed cure is likely to create some other mischief ,if so
4. Consider which is the worse mischief , the current ill or the side effects of the cure.
5.Who would be qualified to cure is the authority or institution that is to be given the mandate to deal with the mischief.
So the pros and Cons of the Bill should be subjected to the test.
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Replying to Julius Njiraini who has been posting one liners in support of the bill…..and also about this one organisation represents everyone….
we are a diverse country with varying interests. And diversity is good as it helps us to get different points of view on the table. No one organisation has monopoly of views in ICT or any other sector.
We must dissuade ourselves from the notion that people need the law or a new law to organise themselves. Humans are social and they organise naturally. KEPSA, KICTANet, ISACA and many others who engage on ICT policy exsist without a special law?
I hope this debate can shift from forced association through ICT Practitioners Bill to identifying the problems and seeking solutions.
In my view, one main challenge is that the Ministry could be more responsive to stakeholders who want to engage with it. And this should be any and all stakeholders who are interested be they organisations or individuals, all sectors- private, academia, techies and civil society. More openess than closeness please!
I stand by my statement.
We DID NOT mandate KEPSA to speak on our behalf but we created an inclusive team. This was a partnership. Even the letter to parliament had all our logos. KEPSA, BAKE, KICTANET etc. And yes that team was specifically set up to kill the ICT Bill. That work was concluded. To hear of a revived initiative that purported to have a representative from KICTANet is really a surprise to us all.
If I recall the representatives from KICTANet were myself and Grace Bomu. John Walubengo was also part of the team in case one of us couldn’t attend the meetings. If there were any further initiatives on this bill the first time we heard about them was through the press.
To be clear. I stand by my statement. KEPSA doesn’t have the mandate to represent KICTANet.
Hussein & Associates
+254 0713 601113
LinkedIn: ke.linkedin. com/in/alihkassim
\”We are what we repeatedly do. Excellence, therefore, is not an act but a habit.\” ~ Aristotle
Sent from my iPad
For the record KICTANet was opposed to the ICT practitioners bill. Please see the submission to parliament www.kictane t.or.ke/?page_id=28886
Allow me to add a comment or two. I believe we will start deviating from the main issue.
Firstly, I think we need to very much understand where the buck stops on each matter. As much as yes, Bwana Mucheru, you require the industry to take lead in defining frameworks, there also needs to be guidance from the top. KICTANET
Bwana Mucheru, also I may not recollect this list necessarily being hostile in the past. And as any of us, you have a right to make your comments heard, and also I believe we need to also have a feedback loop between all of us. I think through the KICTANET website it is evident KICTANET has been doing its job well. If there are ways KICTANET can improve, Bwana Mucheru, feel free to raise the suggestions. This country belongs to all of us Sir.
Lastly, Bwana Mucheru, this list has too many members who are strategic to the development of our country. And all of us need to be engaged with you. I think it will not do all of us much justice if we see you refrain from commenting on it. Lets all work collectively.
You were with us at KEPSA Offices when we asked that KICATNET nominate representatives to work with us on the ICT Practitioners Bill. Because we want to achieve more as an industry we ave continues to work with your representatives even on the Vision 2030 MTP III plan and other engagements we have had with the ministry of ICT. It is not about KICTANET being a member but being a partner and working with TESPOK, DRAKE, KITOS, BAKE, ICTAK and any other ICT association.
The document we circulated through KEPSA to the Ministry and parliament included KICATNET as part of KEPSA. You may need to reconsider your statement to CS Mucheru. Secondly, the KEPSA partnership with KICTANET is not compulsory. However, it is in the interest of achieving similar set goals for the ICT sector as a whole. KICATNET is free to pull out of it at any time just advise KEPSA secretariat on the same.
Together we can achieve more
From: \”Ali Hussein via kictanet\” <firstname.lastname@example.org <mailto:email@example.com> >
To: firstname.lastname@example.org <mailto:email@example.com>
Cc: \”Ali Hussein\” <firstname.lastname@example.org <mailto:email@example.com> >
Sent: Sunday, December 17, 2017 3:11:02 PM
Subject: Re: [kictanet] ict practitioners bill is back
Dear Bwana CS
KICTANet NEVER asked KEPSA to handle engagements on our behalf. We engaged KEPSA to work as a team. Period. Never, did we abdicate our responsibilities to KEPSA because we are not KEPSA members. If KEPSA gave you that belief then I\’m afraid that you were misled. And KEPSA should apologise for misleading you.
Hussein & Associates
Tel: +254 713 601113
LinkedIn: ke.linkedin.com/in/alih kassim
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Any information of a personal nature expressed in this email are purely mine and do not necessarily reflect the official positions of the organizations that I work with.
This is the reason I keep off this list. You are calling me a liar and yet your team asked KEPSA to handle the engagements in this matter.
With all respect going forward let\’s follow the agreed engagements between government and private sector.
With all due respect. You are a senior government official and shouldn’t peddle untruths.
KICTANet HAS NEVER BEEN PART OF KEPSA.
We have collaborated only once on the ICT BIll. Most of us don’t believe KEPSA is representative of the wider ICT Industry.
We welcome dialogue with your ministry and KEPSA on this. We are happy to be included in the conversation. We however CANNOT endorse a dialogue and discussions we are not party to.
Hussein & Associates
+254 0713 601113
LinkedIn: ke.linkedin.c om/in/alihkassim
\”We are what we repeatedly do. Excellence, therefore, is not an act but a habit.\” ~ Aristotle
Sent from my iPad
Digital forensic expert is involved in investigation of fraud, abuse, embezzlement, larceny, conversion of any digital device, records and process. The report is supposed to be presented in courtroom and testify as expert witness. He is also supposed to corroborate evidence with other segment of crime scene using relevant laws including evidence act, criminal procedures code and cyber crime laws as best international laws in other countries
Thanks for your enlightenment. Am just concerned about new emerging fields like information security and forensics which is mainly concerned with digital cyber crime and evidence presentation in courtroom. These is especially concerns for computer security and forensics professionals
The absence of dialogue and relying on media reports is a recipe for discord. The current views, sentiments and concerns raised in the group are justified only because there is no dialogue. Kicktanet is part of KEPSA
So let me try and give a position on where we are;
* I did state that we will need a Practitioners Bill and even clarified to media it would not be the current one
* There is currently NO Bill in parliament. The last one lapsed and we would need to start afresh
* The bill identified a need/gap in our sector that requires some action, especially since ICT is at the heart of the Governments development agenda
* The Industry was opposed with the method/solutions proposed by the Bill but not the fact there is a gap
* Other Industries have self regulating bodies and if our sector is to grow, we need to get organised and set this up. Why should government have to do it?
* We are exporting our skills regionally and internationally and a need to standardise and demonstrate our skills is key. This is because we are not working in isolation, we are competing with other countries and Kenya must be able to demonstrate consistent and quality skills