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Abstract
The increasing ubiquitous use of ICT has changed the way the society operates. When used
effectively, ICT has provided people not only with access to information but also opportunities to
participate in the global economy. Unfortunately, the widespread use of ICT presents a wide range of
social and ethical issues from online safety to security and misuse of information. It is important that
users are equipped with appropriate knowledge and skills to operate their devices securely. Therefore,
countries should address the issue of Information Security to minimize the risk and bring it to an
acceptable level whilst still exploiting the opportunities offered by ICT.
An in-depth analysis has shown that effective implementation of information security and especially
education is not adhering to paper based requests from government policies and strategies. The lack
of cyber laws/regulations, shortage of ICT security skills and poorly secured networks are just some of
the challenges affecting policy development and implementation. There is an urgent need for action
within all key stakeholders to promote responsible and safe use of ICT.
The issue of how to secure cyberspace is important to all nations including developing and least
developed countries because cyber insecurity has international ramifications. An attack on one vector
could affect the rest of cyberspace. The fact that criminals can commit crime anonymously with
minimum effort, and minimum risk of being caught makes cybercrime the favourable tool for many
criminals and also a great concern to all. North-South collaboration and support is needed in
promoting cyber-security and especially maintaining the concept of solidarity in information security
education. Failure to act now means, we are allowing the cyber criminals to take over our networks for
their use.
The current situations in cyber-security in Kenya, Rwanda and Nepal are presented and models of
clever low cost implementation for awareness and educational are shared. The term cyber-wellness
(in regard to legislation/regulations, national curriculum, and other educational initiatives) is defined
and analysed in the three countries. Furthermore, cyber-wellness is compared with advanced
countries to identify the gaps. Literature analysis, questionnaire field research and workshop
discussions have identified relevant gaps, but also hope for effective implementation models on strong
education and solidarity to assist the policy makers and other stakeholders in development and
integration of ICT security in education curriculum at all stages.
This paper discusses current ICT security policy implementation issues in education and how this can
be improved by sharing knowledge and successful implementation models.
The research and development is made in the frame of the “Information Security Education and
Solidarity Initiative” (ISES), a project sponsored by UNESCO Participation Programme submitted
through Technical Committee No. 3 “Education” of the International Federation on Information
Processing (IFIP).
Keywords: ICT Security Education, Education in Developing Countries, Global Solidarity, Information
Security Policies.
1 INTRODUCTION
1.1 General Remarks
The world has become reliant on technology thus improving lives of millions of people through
information and communication technologies (ICTs). People continue to move away from using
conventional ways of doing things to computerized techniques such as e-banking, e-learning, e-health,
e-business, e-government and socialization. With an estimate of two thirds of the world’s population ..........


from the Proceedings of ICERI2015 Conference
16th-18th November 2015, Seville, Spain
ISBN: 978-84-608-2657-6
0728