During a recent panel discussion on ICT4D in the context of Lesotho, Mr. Hlabeli shared his perspectives on the pressing challenges and opportunities the country faces in deploying robust and affordable ICT infrastructure. His responses shed light on the intersection of policy, skills development, and industry collaboration in addressing the digital divide.

Accelerating ICT Infrastructure in Lesotho

When asked about innovative strategies essential for accelerating the deployment of ICT infrastructure in Lesotho’s unique geographical and economic context, Mr. Hlabeli emphasized the importance of direction and clarity at a national level.

“For us to say, we are going this route, or another route, on the brink of ICT infrastructure—because I believe that’s what the government says. But beyond policy talk, we must do it. From my angle, since the discussion on ICT and technologies like GPT-4, it is clear that we do not have enough skills to implement ICT solutions. That, in itself, is a major challenge—one that is often overlooked.”

His response highlights that while policies and strategies may exist, the real bottleneck lies in skills capacity and practical execution.

Integrating Digital Literacy and ICT Skills in Education

On the question of how Lesotho can strategically integrate digital literacy and advanced ICT skills into its national curriculum and vocational training programs, Mr. Hlabeli pointed to the role of both academia and community-level engagement.

“Talking from an academic level, we need to ensure that our institutions strategically align their curriculum with the evolving global digital economy. But education does not start and end in schools—it starts within our communities. Technical providers must take responsibility for bringing solutions that increase access to ICT in society.”

He stressed the need for computer labs in schools, expanded STEM education, and stronger partnerships between industry and academia.

“We must extend our efforts to train not only students but also align with industry needs. By working together, academia and industry can create programs that are both relevant and impactful.”

Public-Private Partnerships for Sustainable ICT4D

Finally, addressing the role of public-private partnerships (PPPs) in unlocking investment and expertise for ICT4D, Mr. Hlabeli emphasized entrepreneurship and curriculum innovation.

“Business-oriented modules and entrepreneurship training are critical. Many institutions are already moving in this direction. For instance, Limkokwing University recently modified their programs by incorporating community engagement into their ICT4D curriculum. This model shows how higher learning institutions can evolve and strategically align with industry.”

According to him, embedding entrepreneurship within ICT education not only prepares students for jobs but also empowers them to create opportunities and drive digital transformation in Lesotho.

Conclusion

Mr. Hlabeli’s contributions underline that bridging Lesotho’s digital divide requires more than infrastructure investment—it calls for:

• Practical execution of government strategies
• Strengthening ICT skills capacity at all levels
• Community-based learning and access initiatives
• Stronger academia-industry collaboration
• Entrepreneurship-focused education and PPPs

By addressing these areas, Lesotho can position itself to not only expand ICT access but also prepare its youth for meaningful participation in the global digital economy.