"Entwicklungsländer und moderne Informations- und Kommunikationstechnologien (IKT): Wie geht das zusammen? Dieses oft diskutierte, aber selten detailliert untersuchte Thema wird in diesem Buch vor allem anhand Afrikas südlich der Sahara behandelt, einer Weltregion mit erheblichen Entwicklungshemmn
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issen. Im Fokus steht dabei die besonders voraussetzungsreiche Internetnutzung. Tatsächlich sind die Hürden für einen entwicklungsförderlichen Einsatz moderner IKT und speziell des Internets dort weiterhin sehr hoch. Die Ergebnisse der materialreichen Studie, für die auch Forschungen vor Ort durchgeführt wurden, verweisen indes nicht bloß auf Potenziale der IKT für Entwicklung, sondern sie zeigen auch, dass sich die Internetnutzung in Subsahara-Afrika bereits vielfältig darstellt und derzeit dynamisch entwickelt. Nicht nur mit Blick auf die schwerpunktmäßig untersuchten Felder (Demokratisierung, Wirtschaft, Bildung und Forschung) bestehen erhebliche Chancen und Bedarfe für einen Ausbau der Informationsgesellschaft in dieser Weltregion. Vorschläge, wie darauf politisch reagiert und Entwicklung durch Vernetzung gefördert werden kann, bilden einen weiteren Schwerpunkt des Bandes." (Verlagsbeschreibung)
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"This project seeks to gather together in a single resource the most relevant and useful information on ICT in education activities in Africa. Key questions: How are ICTs currently being used in the education sector in Africa, and what are the strategies and policies related to this use? What are th
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e common challenges and constraints faced by African countries in this area? What is actually happening on the ground, and to what extent are donors involved? This Summary Report is complemented by a companion volume, which features 53 Country Reports." (Infodev-Website)
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"This volume provides an overall summary of the lessons learned during the implementation of the UNESCO SchoolNet project, “Strengthening the Use of ICT in Schools and SchoolNet in the ASEAN Context”, which was funded by Japanese Funds-in-Trust (JFIT) and the ASEAN Foundation. The UNESCO SchoolN
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et project succeeded in initiating new national SchoolNets, or strengthening existing SchoolNets, in eight member-countries of the Association of South-East Asian Nations (ASEAN); namely, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Thailand and Viet Nam. The project also implemented innovative methods of using information and communication technologies (ICT) in schools and provided various types of training for teachers in the participating schools." (Preface)
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"The iConnect website and monthly e-Bulletin is a major source for information on the application of knowledge and Information and Communication Technologies (ICTs) in sustainable development. In 2005, as part of an effort to get more ‘southern voices’ into the current global discourse on ICT fo
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r development, iConnect formed a team of six coordinators in Africa who regularly commission articles by local journalists on the impact and the use of ICTs for development. The articles, written from a southern perspective, appear regularly on the iConnect website in English, French and Spanish." (Back cover)
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"Since it was launched in 2000, the Bolivia Country Programme known as TICBolivia has helped over 50,000 people, mainly small farmers, teachers, students, indigenous leaders and local officials, use ICTs to improve their lives and contribute to their country’s development. All the ICT activities g
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enerated under the Country Programme have been developed by and for local people, with support and guidance from IICD and its enabling partners. The strategy has been to give local organisations the tools they need to develop the skills, knowledge and communications infrastructure required to set up a critical mass of locally-owned, sustainable ICT projects and activities in a specific sector such as education or good governance. Today, TICBolivia consists of fifteen projects, a training programme, networking activities, and monitoring and evaluation. The programme is active in three sectors: good governance, education and agricultural livelihoods. Among the participants in the programme are grassroots organisations, non-governmental organisations (NGOs), government bodies, and private companies. By the end of 2004, 86 information access points had been set up throughout the country, 4,400 individuals had been trained in the use of ICT, and a national ICT for development (ICT4D) information network called ‘Red TICBolivia’ was sharing knowledge, working on sector strategies, generating national visibility for the programme and raising awareness of the important role that ICTs play in the nation’s development." (Introduction, page 3-4)
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"The impact of ICT use on learning outcomes is unclear, and open to much debate. Widely accepted, standard methodologies and indicators to assess impact of ICTs in education do not exist. A disconnect is apparent between the rationales most often presented to advance the use of ICTs in education (to
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introduce new teaching and learning practices and to foster 21st century thinking and learning skills) and their actual implementation (predominantly for use in computer literacy and dissemination of learning materials). Costs: Very little useful data exists on the cost of ICT in education initiatives, especially related to Total Cost of Ownership and guidance on how to conduct cost assessments. Current implementation of ICT in education: Interest in and use of ICTs in education appear to be growing, even in the most challenging environments in developing countries. Policy: Best practices and lessons learned are emerging in a number of areas, but with few exceptions (notably on ‘schoolnet’ development and general lessons learned), they have not been widely disseminated nor packaged into formats easily accessible to policy makers in developing countries, and have not been explicitly examined in the context of the education-related MDGs." (Key findings)
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