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Theme 12: Digital Divide - Development
Policies and Action |
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Number
of abstracts currently posted to this Theme: 1 | 2 |
3 | 4 |
5 | 6 |
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to List of Themes |
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(Last updated:
October 18th, 2005) |
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The Program of Actualization
of Teachers in Education |
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Pedro
Tinoco, Executive
President, Fundación Cisneros |
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Irene
Hardy de Gómez, Director
of the AME Program, Fundación Cisneros |
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Caracas, Venezuela |
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The AME Program is one of the educational programs
of Fundación Cisneros. Its goal is to
contribute to actualize teachers of elementary
schools in Latin America and the Caribbean in specific
areas of knowledge with formulated courses, developed
and evaluated by Universities in Spain and Latin
America. The Program uses audiovisual and virtual
means in its teaching and learning process and
the curricular offer includes, among others, teaching
of reading and writing, mathematics, art, music,
ethics, environmental conservation, and health.
The courses are transmitted through several free
satellite television channels, or through videos
to the schools or training centers for teachers.
At the same time, in the virtual classroom on our
web site, the teachers access the bibliographic
material and do the programmed activities. In 2005,
more that 200 schools or training centers will
participate from Costa Rica, Panama, Colombia,
Dominican Republic, Venezuela, Ecuador, Peru and
Argentina. The Fundación Cisneros has established
alliances with Ministries of Education, Private
Foundations, Non Governmental Organizations, Indigenous
Associations, Universities and National connectivity
programs for the selection of teachers, their training
in person by a facilitator in the use of computers
and the Internet, as well as the follow up in situ
of the Program. The Fundación Cisneros,
on the other hand, provides the funds, the management,
and the administrative support. A typical AME school
has a medium social economic level, is financed
by parents and representatives, secular in nature
and urban. A typical AME teacher is a woman, with
a university degree, from 0 to 10 years of teaching
experience, and has little experience with Internet
and Word. Since 2003, 2.444 teachers have registered
and the percentage of approved teachers has increased
in the last period of courses to 50,15. |
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Public Policies Against the Digital
Divide in Andalusia |
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José Maria Rodriguez Sánchez |
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Director General of Innovation
and Public Administrtions, Innovation, Science
and Business Government Office |
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Pilar Rodriguez López |
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General Director, Infrastructure
and Technological Services, Innovation, Science
and Business Government Office |
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Manuel
Pérez Yruela |
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Professor, Spanish Council for
Scientific Research, |
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and Director
of the Institutie for Advanced Social Studies
of Andalusia |
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José Manuel Robles Morales |
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Researcher, Institute for
Advanced Social Studies of Andalusia, Spanish
Council for Scientific Research (CSIC) |
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Andalusia, Spain |
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The technological change brought about by the
new information and communication technologies
is key to understanding current society. Among
the agents involved in bringing about this change,
public institutions play an essential role. Their
actions cover a wide spectrum of fields, including
the promotion of technological research, the encouragement
of the national and international markets, and
the implementation of policies that bring citizens
training, access and use of these technologies. |
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This paper analyses both the digital divide in
Andalusia and the policies developed by the Junta
de Andalucía (Andalusian Regional Government)
between 2002 and 2004 regarding citizens’ access
to new technologies. Given that the region of Andalusia
was comparatively behind in this sense at the beginning
of the period analysed, its government’s
policies have been geared mainly towards promoting
generalised use and access of ICTs among the general
public, and towards minimising the technological
divide existing within the region (demographic,
economic and geographic). The Instituto de Estudios
Sociales de Andalucía (Institute of Social
Research of Andalusia) has monitored the implementation
of these institutional policies with a view to
measuring their impact and providing tools to achieve
the set goals. Based on the results of these studies,
this paper will analyse the evolution of the information
society in Andalusia, paying special attention
to the public policies addressing the digital divide
in this Region, as well as providing a comparative
analysis in relation to neighbouring regions. |
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Globalisation, ICT and Developing
Nations: The Main Challenges* |
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Sumit Roy, Senior
Visiting Fellow |
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Department of Economics, City University of
London, England |
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The force driving globalisation in the 21st century
is undoubtedly ICT. Enabling instant communication
over vast distances and in real time, ICT has far
reaching implications for transnational relationships.
However, the core relationship between globalisation
and ICT, a major area of inquiry, has been somewhat
neglected and inadequately studied. |
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Focussing on this critical relationship this
paper emphasizes that increasingly non-state institutions,
as opposed to the state, are transforming economies.This
demands that developing countries shape ICT which
can stimulate development and usher in the information
age. |
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The paper unfolds a comparative study of the
political economies of East and South Asia [particularly
India] and Africa which enables new analytical
and policy insights between globalisation and ICT.
The key features are: |
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1. Discussion of the concepts and policies underscoring
the shift from state to non state institutions
in furthering the impetus of globalisation as also
its implications for development. |
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2. Exploration of the scope of different developing
regions to participate in globalisation based on
a comparison of their experience of growth and
development-namely, the different phases of integration,
disintegration, marginalisation, and re-integration
into the international economy. |
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Investigation of the ways in which policies on
ICT can be both a challenge and a unique opportunity
for paving the way for development. |
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* This paper is based on the author’s
recent book: Globalisation, ICT and Developing
Nations: Challenges in the Information Age, Sage Publications,
New Delhi, Thousand Oaks, London, 2005. |
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The World Economies and Development
Goals: An Architectural Policy Framework |
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Godwin Chukwudum Nwaobi, Associate
Professor of Economics |
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Quantitative Economic Research
Bureau, Gwagwalada, Abuja, Nigeria |
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Development is the most important challenge
facing the human race but the processes driving
economic development are by no means fully
understood. However, the core challenge for
development is to ensure productive work and
a better quality of life for all the people
of the World. This challenge may be daunting
and it is. This paper therefore argues that
a global economic architecture is imperative
for the attainment of the United Nations Millennium
development goals within a framework of the
mutual impact of developed and developing worlds.
And within the emerging new economies, development
policies must focus on achieving knowledge –intensive
development or e-development (with cultural
inclusion). |
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Developing National ICT Strategy
Algorithm Based on Chaos Theory |
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Muhammad Suryanegara, Lecturer |
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Department of Electrical Engineering,
University of Indonesia, Jakarta, Indonesia |
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This paper proposes a method to develop
National ICT Strategy based on
Chaos Theory.Strategies to be structured in the
analysis that National ICT
is a complex system. It ranges from technical
issue to social economic
ones. Chaos Theory may simplify the complexity
by using its parameters,
mainly fractal’s term. The strategy is
applied in the perspective of
co-evolution reflecting the sequence of system’s
action and response to
environment. Through this method, we regard ICT
is a complex non-linear
system, and Digital conomy behaves dynamically.
Then, in order to attain
Digital Economy, its National ICT strategy has
to be transformed
underlying fractals and environment system (equilibrium,
is equilibrium) |
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Private Investment in Professional
Education, Quality Resonance and Impact in India |
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Durg Singh Chauhan, Vice
Chancellor |
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Uttar Pradesh Technical University,
Lucknow, India |
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Dhiraj Sinha, Graduate
Student |
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Department of Engineering,
University of Cambridge, United Kingdom |
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The liberal economic policies of the government
of India in the past decade resulted in large-scale
private investment in professional education
viz. management and engineering. The investors
were quantity rather than quality driven which
fuelled debates on the privatization of higher
education. |
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After a decade, things are gradually changing
as the free market policies have resulted in
the survival of only good institutions. |
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The government professional institutions in
India have rigorous entrance examinations which
results in a select group of brilliant students
getting professional training, most of whom either
immigrate to the west or change their fields
resulting in no substantial value addition to
the economy. |
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The output of higher private educational institutions
in India, which mainly recruit average students
have been poor in terms of global standards.
However, the quality feeds well into the system
whose industrial level is at a moderate stage.
In other words the low quality of institution
resonates with the low standards of the industry
and the service network. This is quality resonance.
This has ushered in high level of industrial
growth and employment in the country from within.
With time, the quality of the engineers and the
industry would go high as the market becomes
more competitive. |
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This is also changing the spending habits of
people towards higher education and is gradually
ushering in an intellectual revolution among
the masses. |
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This leads us to conclude that the application
of free market policies in higher education has
strong relevance in a developing country. |
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The Impact of Information
Technology on Political and Economic Development:
A Comparative Study of India and China |
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Amel
Mili, PhD
Candidate |
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Center for Global Change
and Governance, Rutgers University, Newark, NJ,
USA |
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The world is witnessing today a large-scale
comprehensive transformation, referred to as the Information
Revolution, which is driven by Information
Technology. Like the revolutions
that preceded it (e.g. the Industrial Revolution),
the information revolution is bringing about profound
changes not only at the economic level, but also
at the political, social, and cultural levels. The
impact of the Information Revolution is not uniform
across countries, but varies from country to country. Broadly
speaking, it is possible to characterize the impact
of Information Technology on individual countries
according to two distinct criteria: The
level of development of the country; and the political
system of the country. In this paper,
we discuss the impact of information technology
on the political and economic evolution of developing
countries, and focus on the case study of two countries
in particular: India and China. We
have selected these two countries by virtue of
what they have in common, and what distinguishes
between them. |
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Common Features. Both India
and China are large countries, with a rapidly growing
population, with a low per capita income, and a
limited industrial infrastructure. |
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Distinguishing Features. A
political distinction: Whereas India is a
pluralistic democracy, which enjoys freedom of
speech and a free media, China is a one-party system,
where freedom of expression is rather limited,
though evolving positively. On the economic
side these country used to be very different: Whereas
India is a Western-style market economy; China
is a communist-style centralized economy. |
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