This issue is the fifth of an annual series covering 213 countries around the world, and providing a wide range of the statistics on the ICT sector including the economic and social context, the sector structure, sector efficiency and capacity, and sector performance related to access, usage, quality, affordability, trade, and applications. It also provides comparable statistics for 2000 and 2008 across a range of indicators, enabling readers to readily compare countries.
Educational technology will continue to be implemented incrementally in many parts of the developing world. More rapid uptake and success are unlikely to occur unless five items are addressed – power, Internet connectivity and bandwidth, quality teacher training, respect and better pay for teachers, and the sustainability of implementations. 1. Electrical Power It is a…
There is a growing body of evidence to show that sound implementation of information and communications technologies (ICTs) can benefit development goals. However these benefits are still far from reaching those who are most impoverished. In part, this lack of effectiveness is attributed to a lack of clarity in the theory and practice of ICT for development (or ICT4D as it is commonly known). We have sought to address these concerns by reviewing a range of ‘boundary objects’ – conceptual frameworks and participation processes – that have been used to support sustainable development projects with multiple stakeholder interests. Using Sen’s ‘capability approach’ as an organizing principle, we have considered how these boundary objects can be combined to provide a comprehensive framework for sustainable technology-supported participatory development to alleviate poverty.
ICT seen as key to rural development, small-scale farming EurActiv The development of rural areas, including services such as an internet connection, is necessary to stop the decline of small-holder family farming, which experts see as vital for...
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