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 Thursday, 04 February 2010
In an effort to “connect” more students and youths to the information superhighway and boosting their capabilities the field of ICTs, DST Group and Ericsson signed an MOU in July 2009 to provide internet connections for some 4,000 students from four different schools in Brunei Darussalam. Tanjong Kindana Primary School, Berakas Secondary School, Pengiran Jaya Negara Pengiran Haji Abu Bakar Secondary School and Sayyidina Othman Secondary School were selected by the Ministry of Education to be part of this pioneer programme.

The four selected schools will be provided with fixed wireless terminals, high-speed data SIM cards and laptops. DST Group Go! Broadband service supports Internet Access of up to 7.2 Mbps. Schools will be able to enjoy seamless and fast Internet connection effortlessly, through top-notch infrastructure and high-speed wireless networks at any one place without cables or landlines. At the same time, educators will also be able to take e-learning out of the classrooms and enjoy instant speed and flexible deployment anywhere around within the schools premises. This mega project is in line with the Ministry of Education’s system that aims to equip students with the necessary skills to compete in the new economy namely the “Internet economy”.

Sources: Brunei FM, The Brunei Times
Thursday, 04 February 2010 19:22:35 (W. Europe Standard Time, UTC+01:00)  #     | 

The Southern Sudan Interactive Radio Instruction (SSIRI) project is a program of the Southern Sudan Ministry of Education, Science and Technology (MoEST). It is funded by United States Agency for International Development (USAID) and administered by Education Development Center (EDC). Four SSIRI activities which provide learning opportunities for children, adults, and teachers in Southern Sudan are mentioned below:
  • THE LEARNING VILLAGE: IRI programs based on the Southern Sudanese Primary School Syllabus. The lessons are designed to complement classroom instruction in local language literacy, English language, mathematics, and life skills for Grades 1-4.
  • RABEA: Radio Based Education for All provides an excellent opportunity for Sudanese to learn or strengthen their English language skills.
  • PROFESSIONAL STUDIES FOR TEACHERS: A non-traditional distance learning course to improve the teaching practice in Southern Sudan. The programs are based on the MoEST in-service teacher education program.
  • ALTERNATIVE LEARNING TECHNOLOGIES: Some classes are unable to use the radio lessons because of broadcast schedule times. SSIRI provides alternative digital devices for these groups.
Source: EDC Website , ICT in Education in Sudan
Thursday, 04 February 2010 17:41:21 (W. Europe Standard Time, UTC+01:00)  #     | 

The British Council connects people worldwide with learning opportunities and creative ideas from the UK and builds lasting relationships between the UK and other countries. Education reform is a shared priority of the Middle East region and the UK, with an increasing emphasis on teaching students skills for work to tackle youth unemployment, creative approaches to learning, educational quality and leadership, teacher development and the education of girls and disadvantaged groups.

The British Council's education program is running across eight countries in the Middle East - the GCC, Yemen and Iraq. The program is called '1001 schools' and comprises three main projects:
  • school partnerships between the region and the UK, which we are actively supporting in the region at the moment;
  • leadership in schools, for which we run leadership programs for head teachers and deputies;
  • ICT in Schools, supporting training for teachers.
The ultimate aim is to exchange knowledge and experience in order to improve education and enhance relationships with the UK.

Source:AMEinfo Website , British Council
Thursday, 04 February 2010 17:35:14 (W. Europe Standard Time, UTC+01:00)  #     | 

A project aimed at supporting the introduction and effective use of Information & Communications Technology (ICT) in schools, has been launched in the UAE.

The UAE Ministry of Education, Abu Dhabi Education Council, Dubai Education Council and the British Council are collaborating on the project, which started with a three-day ICT training workshop for teachers from across the country, held at Abu Dhabi Education Council's Emirates National Centre for Educational Development. The project is part of the British Council's broader education program in the Middle East, where it is working in collaboration with Ministries of Education.

The 15 teachers (male and female) attending the UAE workshop were nominated by the Ministry of Education and the Education Councils and will share their experience with colleagues in their respective education zones, cascading their knowledge through ongoing training programs. The focus of the program is students aged 11-15 years.

The British Council workshop was organized in conjunction with UK education consultants and the group trained on ICT tools for education, including eLanguages and Global Gateway. At the end of the workshop, the teacher group was joined by seven policy makers from the UAE Ministry of Education and the Education Councils, to discuss the development of the UAE's working relationship with Global Gateway, a website managed by the British Council which is designed to help create educational partnerships between schools and colleges across the world.

The ICT training workshop aimed to increase the skills of teachers in the use of ICT in the classroom and to help develop the level of confidence in the use of online tools for international collaboration in education. The Global Gateway element was intended to help promote the UAE as an international partner for educational activities and school linking. The response to the workshop was excellent and through Global Gateway, the UAE will attract a lot of interest from schools around the world, which will help to share experience and knowledge even further.

Source: AMEinfo Website
Thursday, 04 February 2010 17:22:16 (W. Europe Standard Time, UTC+01:00)  #     | 

dot-EDU is an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU seeks to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies.

The dot-EDU mission has two foci. First, dot-EDU provides training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications. Second, dot-EDU conducts pilot projects and prepares knowledge products using available core resources. Activities result in improved understanding, strategic planning, and implementation of technology-assisted educational applications in developing countries. dot-EDU projects are currently underway in Democratic Republic of Congo, Haiti, India, Kenya, Macedonia, Madagascar, Namibia, Somalia, Sudan, Yemen, and Zambia.

Under the dot-EDU cooperative agreement, EDC and its partners establish learning systems pilots and applications, with gender equity as a priority throughout, that include:
  • Using Internet/ICT to increase the reach and quality of programs in basic education, teacher training, workforce development, and higher education;
  • developing centers of excellence for the production of interactive, multi-media instructional materials in national and indigenous languages;
  • applications of Internet/ICT for learning systems in countries suffering the effects of civil unrest, natural disasters, and HIV/AIDS;
  • developing distance learning programs using multi-media and CD-ROM technology; and
  • Establishing and enhancing networks of school-to-school programs to stimulate teacher and student use of CD-ROM and Internet technology for learning.
Source: For more information about partners of dot-EDU see usaid and also dot-edu
Thursday, 04 February 2010 17:19:46 (W. Europe Standard Time, UTC+01:00)  #     | 

USAID Djibouti Assistance to Education Project, also known by its French name Project AIDE (Assistance Internationale pour le Développement de l’Education), is a three-year effort to improve student learning. The objective will be pursued through three separate but interlocking sets of interventions linked directly to the three intermediate results of increased access to basic education, improved quality of teaching and learning, and increased opportunities for girls’ education. The SchoolNet and Cisco Academy initiatives fall under this project.

Through this project USAID donated 40 computers, printers and UPS’s to four schools in rural Djibouti. Djibouti Telecom, a partner in the project and the national telecommunications service provider, deployed local area networks and provided Internet connectivity to four schools.

Source: usaid , equip123 Website , ICT in Education in Djibouti
Thursday, 04 February 2010 17:13:12 (W. Europe Standard Time, UTC+01:00)  #     | 

The Center of Technological Development and Decision-Making Support has produced 68 multimedia films. 9,478 schools, 27 educational directorates, 239 educational administrative units, and 25 mobile technological teams have been equipped with receivers of the transmission of educational satellite channels for use in schools of remote areas. In addition, in an attempt to make use of all potentials of the Egyptian Satellite (Nile Sat), the thematic educational programs have occupied 7 satellite channels.

Transmission for schools started in November 1998. This will cover primary education, preparatory education, secondary education, technical education, languages and general knowledge. A special channel will cover the upgrading of teachers and another for literacy programs.

Egypt plans to expand the network of distance learning to cover its 260 educational directorates. The country also plans to connect the local centers with European and American institutions to train its teachers.

See also ICT in Education in Egypt for Current ICT Initiatives and Projects in Egypt.

Source: infodev Website
Thursday, 04 February 2010 17:10:29 (W. Europe Standard Time, UTC+01:00)  #     | 

In today's busy world more and more students want services, information and entertainment that they can keep with them and access whenever and wherever they want. This has led to a steep rise in the use of handheld devices such as digital mobile phones, pagers, personal digital assistants and palmtop computers which are truly portable because they are small, light and can send and receive information instantly using what is known as WAP technology. WAP stands for Wireless Application Protocol, an agreed-upon format for transmitting data between two devices set up by Unwired Planet, Nokia, Motorola and Ericsson. The introduction of these technologies in classrooms is likely to improve attendance rates of students.

The growing importance of mobile in emerging markets is an opportunity for increased access to education. Education in developing countries - particularly in rural areas - will benefit from the increasing population access to mobile technology.Wap-Education is free, accessible through all operators and types of phones.

From the end of primary school to two years after the baccalaureat, students can access lessons, revision, careers guidance, cultural and medical information on their mobile phone. It is a means of connecting students and teachers. 1,100 lessons and questionnaires prepared by teachers are already online. These solutions will soon be tested in Senegal.

100 students, i.e. 3 final year high school students from a school in Dakar, are going to be prepared with high performance mobile phones with which they may use WapEduc resources for a few months. After this test period, the Centre national de la recherche scientifique (CNRS) – via its IREDU (Educational Research Institute) entity - will conduct a poll on these students to quantify their satisfaction.

Young Senegalese students will be particularly attracted as few have computers and landlines but many have mobile phones.

Besides the Ministry of Education, the project is also supported by Orange France and Microsoft Senegal.

Source:Nomadic Schools , WAP
Thursday, 04 February 2010 17:07:58 (W. Europe Standard Time, UTC+01:00)  #     | 

Against the backdrop of a rising e-waste problem in developing countries, a sustainable and practical approach to refurbishing computers for donation purposes is absolutely indispensable. This is what Digital Links, a social enterprise founded in 2002, is aiming for.

The most recent project is the deployment of a scheme allowing teachers in Zambia, the host country of eLearning Africa 2010, to purchase computers. The idea is to equip teachers with around 30,000 notebooks, taking varying income levels into account. This will be done in partnership with the 50x15 Foundation and Mecer, South Africa. The laptops are specifically aimed at the teacher/education market and have exceptionally low power consumption. Ten thousand public servants and teachers have already signed up for the first year of this program.

Once this program is running, Digital Links will begin the planning of digital labs across the country. Out of an expected eligible number of 80,000 teachers countrywide, Digital Links expects to service around 60,000 teachers over the course of three years. However, this scheme has the potential (and the agreement of the government in principle) to involve more than 150,000 public servants. There has also been considerable interest in the digital lab model in Zambia. Digital Links partner Mecer is one of the three major corporate ICT distributors in Zambia. MDZ has entered into an arrangement with the Zambian government to distribute all its products to civil servants and has approached Digital Links to help deploy their large-scale computerization program.

Source: digital-links
Thursday, 04 February 2010 17:04:36 (W. Europe Standard Time, UTC+01:00)  #     | 

Digital Links, founded in 2002, is a social enterprise situated in London and Johannesburg that provides IT equipment and solutions for education, small businesses and health units in the world’s poorest areas.

Digital Links brings the best technology available worldwide to disadvantaged communities at an affordable cost. Technology can provide incredible opportunities for improved health, education, and economic growth.

In the past six years through partnership with multinationals, corporations, governments and civil society actors, Digital Links have provided over 65,000 computers to 2,000 schools, hospitals and NGOs across Africa, Asia and Eastern Europe. Digital Links has also developed innovative products such as a solar powered computer system for use in rural schools.

Based on a sound partnership model with governments and international corporations, Digital Links wants to set up an efficient infrastructure, provide on-going support and maintenance, as well as access to eLearning tools, connectivity, and training in several African countries.

Key donors include UK based corporations such as: Barclays, BUPA, Cadbury’s, DfID, DHL, Lloyd’s, Nestle UK, Reuters, RM and over 100 UK schools, among others.

Thursday, 04 February 2010 17:02:01 (W. Europe Standard Time, UTC+01:00)  #     | 

This picture is got from wikipedia

Project director Ron Beyers of the Meraka Institute at the Council for Scientific and Industrial Research (CSIR) will soon initiate a research component using SMART’s Bridgit conferencing software that allows a quick, easy and effective way to share voice, video and data over the Internet.

The original project was initiated in 2003 in association with St Alban’s College and has subsequently been adopted by the Meraka Institute. Interactive whiteboards were a major component of the infrastructure from its inception. An interactive whiteboard is a large touch-sensitive screen that works with a computer and a data projector. Interactive whiteboards engage students by providing immediate access to a wide range of digital materials and a common focus for the entire class.

Five schools in the Pretoria area of South Africa’s Gauteng province were linked by Motorola’s broadband Canopy radio connections to enable virtual interactive collaborative lessons using SMART technologies. The project has now entered its second phase with the inclusion of ten Dinaledi schools in a geographic area called the Mpumalanga Radio Corridor, which spreads to the northeastern borders of South Africa. The last of these schools to be connected was in the town of Middleburg at the end of April 2008.

The aim is to supply all the Ulwazi schools with interactive whiteboards as an essential component of the interactive, online education process. Other technology in the mix includes five-channel sound card speakers, webcams, microphones and video conferencing software. Initially the project was used to ‘web conference’ interactive online lessons between schools that encouraged participation by learners. This enabled schools to share scarce skilled resources. Learners and teachers were provided with access to information and top educators.

Rural clinics and business hubs can be connected to the network to assist with e-health and entrepreneurial services. There are many opportunities for social and community initiatives to use the technology installed at these schools.

What started out as a simple experiment in using connectivity to overcome a transport problem for learners has evolved into a project with key elements of promoting a social transformation process in rural communities.

Source: Interactive Classrooms , wiki , ulwaziproject , Education-smarttech , smarttech
Thursday, 04 February 2010 16:36:35 (W. Europe Standard Time, UTC+01:00)  #     | 

A substantial grant from Google has enabled notebook computers running Linux and a variety of open source software to be rolled out at rural schools in Fiji.

Google's Open Source Program Office made the donation via the Imara Project at the Massachusetts Institute of Technology (MIT), which aims to expand the use of technology in developing communities. Details of the donation were revealed in a post on Google's official coding blog. (note that this project is separate from OLPC) "

The Free and Open Source Software (FOSS) component is central to the sustainability and adaptability of the project," MIT staffer Jonathan Proulx wrote in the post. "Since it's free, there's no additional software cost when the project expands, or if community groups wish to further leverage the technology." The machines use Edubuntu, an education-tweaked version of Ubuntu, along with common packages such as OpenOffice and The Gimp and specialist education software.

Open source advocates have long argued that developing communities will benefit from being able to use free software components to build their technology knowledge. However, choosing the hardware for use in Fiji proved to be something of a challenge.

Notebook PCs were deemed more suitable because of variable power supply availability in the different schools. The 10 Lenovo Thinkpads were taken to Fiji as carry-on luggage by three MIT staff members.

Future plans for the project include sponsoring additional training for local teachers, and rolling out printers and digital cameras.

Source: iTWire Website
Thursday, 04 February 2010 16:32:32 (W. Europe Standard Time, UTC+01:00)  #     | 

As part of the PacINET 2006 Conference in Apia, Samoa, PICISOC will be running a Wireless Broadband for Schools Project.

The broad objective of the project is to provide a pod of computers and broadband Wi-Fi Internet access to two remote schools in the northwest corner of the island of Upolu, Samoa. The project will train Teachers/Students in the schools on how to use the computers and provide ongoing technical support.

The feasibility of Wi-Fi over water will also be trialled by connecting the island of Manono to the Internet.

The project will be supported by a consortium of Donors, Businesses and Voluntary Organisations from the region. The various partners in the Project will provide initial funding and voluntary labour, and ongoing operational funding will be subsidised by commercial users using part of the service.

PICISOC Members attending the PacINET conference are invited to participate in the Project and gain first hand experience at installing broadband Wi-Fi networks as well as doing their bit for the local community.

This Project is possible through the kind contributions of the following consortium partners:
  • PICISOC ..........Project Host
  • 2020 Trust ..........Project Organisation
  • GKP ..........Project Funding
  • CSL ..........Project Technical Support and Logistics
  • Rural Link ..........Wi-Fi Equipment and Expertise
  • PATARA ..........Network Equipment
  • Samoa IT Society ..........Training and Support
Thursday, 04 February 2010 16:28:36 (W. Europe Standard Time, UTC+01:00)  #     | 

The Pacific Islands Chapter of the Internet Society (PICISOC: is affiliated to the Internet Society (ISOC). It covers 22 Pacific Islands Countries with a membership of more than 300 individuals in the region. PICISOC organizes a yearly meeting called PacINET. This meeting covers all the Internet aspects but will be focused on rural Internet.

The Pacific Islands Chapter of the Internet Society serves the Society’s purposes by serving the interests of the global Internet community through its presence in the Pacific Islands. It focuses on local issues and developments, and as an impartial advisor to governments and the public on matters of significant interest to Pacific Island people. The Internet SOCiety (ISOC) is a professional membership society with more than 150 organization and 16,000 individual members in over 180 countries. It provides leadership in addressing issues that confront the future of the Internet, and is the organization home for the groups responsible for Internet infrastructure standards, including the Internet Engineering Task Force (IETF) and the Internet Architecture Board (IAB).


Special Interest Groups (SIG) have been setup to provide focus groups in different areas within PICISOC. Each SIG addresses specific interests of members, and organises activities around these interests. Activities include mailing lists and forums, newsletters and workshops and other areas of collaboration depending on the needs of members.

The following SIGs are currently available:
SIG Education
"As more schools, students and teachers are moving online in the Pacific, the role of the Internet in education is becoming increasingly important".

Formed in Feb 2007, this special interest group addresses the emerging needs of learners, educators, educational technologists and policy-makers in the region.
  • The first aim of the group is to encourage and share developments in internet-related education & training projects and programs in the Pacific region. The group will prepare an annual 'snapshot' of the themes, challenges and achievements of education-related internet initiatives, to be presented at PICISOC's annual conference and posted online. This 'snapshot' also draws from the work of the Univ. of the South Pacific's "Pacific eLearning Observatory".
  • A second aim is to promote the role of Internet connectivity and the PC for the benefit of education and learning in rural and remote communities.
  • A third aim is to promote the implementation of the Digital Strategy of the Pacific Plan in the education sector throughout the region

Source: PICISOC , wiki/PICISOC
Thursday, 04 February 2010 16:23:03 (W. Europe Standard Time, UTC+01:00)  #     | 

• International Telecommunication Union (ITU) Telecenters
This is an ITU project that has seen the establishment of 11 fesootai centers in 2006 intended to serve as access points to voice communication and ICT services for communities, businesses, and schools. The aim of this project is to provide local access to basic ICT facilities such as telephony, computers, Internet, and faxes. These centers are all managed by women’s committees in the villages, except for one in Savaii managed by a youth group. Another center is planned to be launched on one of the smaller inhabited islands (Manono Island) off the main island of Upolu, using wireless. One of these centers is piloting a solar-powered setup.

• Government Wide-Area Network (GWAN)
With its hub within the Ministry of Finance, the GWAN provides connectivity across government ministries allowing electronic transmission and sharing of data.

• National University of Samoa (NUS) Videoconferencing

Through a satellite link (PEACESAT), NUS has been able to receive distance learning courses for its science faculty. The Asia Pacific Initiative is a series of courses offered collaboratively by seven universities in the Asia-Pacific region (of which NUS is part) through videoconferencing and virtual classrooms. NUS has also provided courses on teaching mathematics to students in American Samoa. NUS, in collaboration with the Commonwealth of Learning and its associated Virtual University of the Small States of the Commonwealth, is developing online learning through its virtual classrooms and its online course development. The NUS communications link has recently been upgraded through the installation of a 1 megabyte satellite link through New Caledonia.

• Teachers’ Resource Center

In September 2003, a teachers’ resource center opened in Savaii. The center is the initiative of MESC with funding from New Zealand’s International Aid and Development Agency (NZAID) and supports teachers in their teaching preparations. Although the intention was to provide increased opportunities for teachers to use computers and Internet access, issues with hardware replacement have made it difficult for the center to be fully functional. A similar resource center was set up for teachers in Upolu and was the venue for the CMAD training workshops conducted as part of this study.

• USPNet

Its current capacity has made it possible for USP regional students, including those from Samoa, to study at a distance. Learning is mostly through print materials but the university law program is almost wholly online. Video and audio conferencing supplement the learning materials as well as an open source Learning Management Information System, based on Moodle. The Samoa Savaii Center now has Internet connection for its Savaii students to access courses and to enhance access to their tutors at the Fiji, Vanuatu, and Alafua (Samoa) campuses by e-mail. The Savaii Center Internet access is also used occasionally by high school students who visit the public library for research.

More innovative Information and Communication Technology in Education in Samoa is available here.

Source:Technology in Educaion in Samoa
Thursday, 04 February 2010 16:18:36 (W. Europe Standard Time, UTC+01:00)  #     | 

In 2004, a project was initiated to provide distance learning centers in the Solomon Islands. This project, established under the EU education sector program, was initiated following trials using email in 2002. In the trials, ten students (with two supervisors) studied for a university course module, sending and receiving papers by email; the trials were judged to have improved turnaround and tutor-student communications, but suggested that a larger project would need better connectivity.

By 2007, there were nine distance learning centers in special buildings attached to schools. Each centre has a short wave radio, a VSAT, six computers, a printer, a scanner and solar panels; the cost of equipment and installation of these centers is approximately 50,000 USD. These costs would now be significantly less with using cheaper VSATs (coverage has improved), fewer solar panels (the power consumption of computers is lower).

Each distance learning centre has a full time supervisor (often a former teacher with computing skills) who maintains equipment, provides basic computer training for users, and assists students with using the equipment and IP applications such as collaboration tools for distance learning. The VSAT receives course materials from education service providers in the capital city or elsewhere. VSATs in the distance learning centers, share a 256 kb/s downlink and 128 kb/s uplink satellite connection that cost 4,000 USD per month.

Distance learning centers need to be used heavily if they are to be commercially viable; making revenues exceed running costs is more difficult for them than for rural email stations. Intended primarily for reinforcing classroom learning, training teachers, and providing formal and vocational courses, distance learning centers are also open to the public every day as Internet cafés. The strategy for sustainable operation relies partly on partnerships that also contribute to the educational objectives; for instance, a bank branch in a distance learning centre would perform electronic funds transfer over IP (thereby avoiding electronic funds transfer using phone calls) and also be involved in financial training.

A distance learning centre has a management committee that includes members from the school, the school board, the community and various sectors of society. The management committee works with the supervisor in partnership with an NGO (PFNet) and the Ministry of Education.

Source: ICT Regulation Toolkit Website
Thursday, 04 February 2010 16:11:32 (W. Europe Standard Time, UTC+01:00)  #     | 

What is USPNet?
USPNet is a USP (the university of the south pacific) owned Wide Area Network (WAN) incorporating a 5MHz IP Satellite based technology to deliver and integrate distance learning, educational and administrative services throughout its 12 member countries.

The University owns and operates this private network, purely for USP use. For USP's distant students and staff, USPNet provides for the opportunity to participate in interactive audio tutorials, (conducted from any campus), communicate by e-mail with a lecturer/tutor or another student, access the World Wide Web, access online MIS and banner applications, watch a live Video multicast, access multimedia material via Server downloads and live video conferences (and tutoring) with the Laucala Campus in Suva. Also full two way telephony will be implemented in the near future.

Hub Station
The USPNet satellite earth stations are designed with different capabilities to meet the requirements of the University in an efficient way. The "Hub" is at the Laucala Campus in Suva with a 7.6m antenna, with maximum transmit power of 100 watts and is the master station. The Hub Station is responsible for synchronizing, controlling and allocation of all (Outbound) services above towards all the remote “Vsats” within the whole of USPNet. This is via a 1.9Mb/s bandwidth pipe allocation from Laucala Campus.


The Vsats (Very small Aperture terminals) “remotes” have reduced (Inbound) transmission capacity thus reduced throughput at any given time. The Remotes at the University Campuses, with 4.5m antennas have transmit throughput to the Hub via a 1.49Mb/s bandwidth pipe allocation. Since USPNet is contention based architecture, using various Access Schemes, it is a fully dynamic IP based system.


USPNet can assist in scheduling video conference sessions, coordinating these with regional counterparts, designing and installing video-conference equipment, and digitizing video-based educational materials for the delivery via streaming or download options. All video conference sessions within USP region are free to USP students, staff, management and affiliated researchers.


In addition to serving the University’s member countries via satellite, USPNet, also offers video-conferencing to non-USP countries via AARNet (Australian Academic Research Network), a fibre optic cable network.

List of the member countries

Fiji, Kiribati, Marshall Islands, Nauru, Tuvalu, Vanuatu, Solomon Islands, Tonga, Niue, Samoa, Tokelau, Cook Islands

Source: USP
Thursday, 04 February 2010 16:08:31 (W. Europe Standard Time, UTC+01:00)  #     | 
Tuvalu, a smaller Pacific nation, is supportive of educational ICT and aims to strengthen skills and access to ICT to provide opportunities for students to participate in the digital economy. Aside from extending ICT sills within the Ministry of Education itself, emphasis has been on the implementation of ICT in school administration, and on the strategic allocation of funding because of the high costs involved, the small, distributed population, and the difficulties in the provision of hardware and reliable infrastructure. The development of an administrative database for the Tuvalu primary school system began in 2002. Prior to the installation of the database, pilot questionnaires were sent out to all primary schools in Tuvalu for completion, and returned to the Education Department for analysis. The inputting of responses was hindered by the unreliable transport links and the distances to the outer islands.

The long-term objective of the Ministry of Education is to develop ICT as a curriculum course to be taught in classes at both primary and secondary level. Implementation depends on the ease with which funds can be raised from government and donor partners such as ADB, NZAid and AUSAid. In consultation with stakeholders, experts and teachers the Ministry has begun developing an ICT curriculum with a 5-10 year timeline. The policy would encourage the development of access and skills by enhancing students’ capability to explore, develop, communicate and present their ideas; providing a range of information sources to support their development knowledge; providing tools, equipment and components for designing, such as modeling; and encouraging design awareness using technology. The Education for Life program has been another important policy initiative, focusing also on lifelong learning.


  • Small population, widely dispersed
  • Inadequate infrastructure
  • High costs, Lack of expertise 
  • Increase training and skill development opportunities
  • Provide skilled experts to encourage development on the ground
  • Reduce costs of access
  • Raise awareness and participation at community level 
to implement the aspects of the ICT policy which are relevant to education include
  • promoting greater awareness of ICT,
  • developing and retaining a knowledgeable workforce in ICT,
  • developing and maintaining training policies and programmes to ensure ICT resources are properly managed,
  • providing equal access to ICT,
  • developing ICT infrastructure to promote universal access,
  • addressing affordability of ICT technology and
  • continually evaluating ICT plans and its impacts.
Other planned strategies include consultation with a wide range of stakeholders, developing exchange and vocational programs by the education sector, incorporating gender issues and developing community awareness programs to maximize benefits and minimize adverse social impacts. There are also plans to review communication tariff regulations to maximize benefits to communities.

Source: (Information here taken from the Meta-Survey paper ICT in Education: Tuvalu)
Thursday, 04 February 2010 16:05:33 (W. Europe Standard Time, UTC+01:00)  #     | 

Deployments in Nauru have commenced on August 1st-8th 2008, and continue in April 2009 with the Minister of Education requesting assistance with a Country Program, from the OLPC Oceania Technical Working Group. The trials are being implemented in Yaren Primary School and Kayser College. The initial trials were made in collaboration with the University of the South Pacific (USP) Centre in Nauru, and the Ministry of Education. USP Centre have opened a community FM radio broadcast station, and the intention is to link the OLPC trials in the school with content development centered around the radio broadcasting. Missions were fielded to provide additional training and technical advice by SPC in September 2008 and by regional OLPC expert David Leeming in April/May 2009.

Teacher training

In April/May 2009, teacher training focused on curriculum integration and content development. Teachers learned how to integrate their XO usage into the rich task curriculum, and how to research for and start collaborating on open educational resources using the Wikieducator to use and download for their school server. Parents and community were also trained.

Video: Youtube of April 2009 OLPC teacher training in Nauru

Source: wiki.laptop
Thursday, 04 February 2010 15:55:18 (W. Europe Standard Time, UTC+01:00)  #     | 

Since 1993, the IT industry has carried out a survey of Information and Communications Technology (ICT) in New Zealand schools every one to two years. These surveys have been undertaken in co-operation with the Ministry of Education and with the support of other government agencies. Since 2005, the Trustees of the 2020 Communications Trust have coordinated the research.

This current survey builds on the information from the previous surveys and covers some of the key developments and issues with ICT in schools policy. These include:
  • School ICT infrastructure, including the use of networks, software in use by schools, and ICT related equipment and its teaching applications.
  • Internet access and usage.
  • ICT planning and funding in schools.
  • E-learning developments.
  • Professional development for teachers and principals.
  • Principals’ attitudes towards the use of ICT in schools.
  • ICT in schools and the wider community.
  • Use of social software.
This report is particularly timely as many schools in NZ are contemplating the opportunities presented by being connected to high speed broadband networks. Some interesting points from the report in this regard:
  • Around one quarter of schools have a fibre broadband connection, although one third of primary schools (29 percent) and secondary schools (38 percent) report that this option is not yet available in their area.
  • Three quarters of schools (76 percent) can be described as fully ‘networked’ (all classrooms connected to centralised resources). This year’s results also revealed that one third (34 percent) of all schools are networked wirelessly (that is 100 percent of the school’s classrooms are covered by a wireless network).
  • Secondary schools express interest in using cloud computing (43 percent of schools), or server virtualisation (30 percent) in their schools. Primary schools, on the other hand, are more likely to be unsure as to what cloud computing (38 percent), or server virtualisation (62 percent) refers to.
  • Awareness of KAREN has increased (Kiwi Advanced Research and Education Network) amongst secondary (62 percent, compared to 30 percent in 2007), Māori Medium (33 percent, compared to 16 percent in 2007) and primary schools (22 percent compared to 12 percent in 2007). 
All school principals were asked to rate how useful they found high-speed Internet connections in relation to a number of activities in their school. More than four-fifths of all the principals interviewed reported that high-speed Internet was somewhat useful or very useful for all of the ten activities that they were questioned about. The activities for which high-speed Internet received the highest ratings for usefulness included:
  • Teacher use of online teaching and learning resources
  • Use of the Internet by students for information gathering
  • Student access to online learning resources
  • Administration efficiencies 
The latest report on the state of ICT in NZ schools (PDF) has recenlty been published.

Source: 2020 Website , Derek’s Blog

Thursday, 04 February 2010 15:44:01 (W. Europe Standard Time, UTC+01:00)  #     | 
 Wednesday, 03 February 2010
The e-learning initiative by Ministry of Education and Training (MOET) aims to modernize Vietnam's education system by 2011 and to provide opportunities for the country's teachers and students – especially those in remote and rural areas.The Ministry of Education and Training, Vietnam and Viettel are collaborating on a projecteducation network’, which will allow 39,000 kindergartens, secondary and high schools to have free access to the Internet. These schools will also be exempted from installation fees. Notably, they will enjoy this free service forever. For provincial and municipal Departments of Education and Training, universities, colleges and vocational training schools (around 600 units), Viettel will collect a portion of monthly Internet charges.

The MOET is also in partnership with Intel Semiconductor Ltd. Vietnam to accelerate the MOET's e-learning initiative. Under “Computer for Schools” project, Intel and local technology companies will make available 1 million affordable PCs during the next 2 years. The program's objective is to provide all Vietnamese teachers with a PC with educational software and broadband Internet connectivity. The MOET and Intel also announced a contest to encourage 1 million teachers nationwide to create e-learning content. In Vietnam, Intel has cooperated with the MOET in the past too, to increase Internet-connected PCs and development of rich, localized content and software applications among local schools, teachers and students. These efforts include the donation of more than 1,900 PCs; training 43,000 teachers to date under the Intel® Teach program; and an intention to train an additional 15,000 teachers in the year 2009-2010.

ViOlympic Elead, ViOlympic and Bkis would bring the ‘Computer-for-schools’ program another breakthrough product ViOlympic. ViOlympic is the especially significant computer, meaningful for those who wish to compete in the ViOlympic contest by the Ministry of Education and Training. This is the unique series to have onboard ViOlympic software for practice mathematical problem solving. The computer is also installed Myeqtext- mathematics software to meet the requirements of pupils in general and ViOlympic contest in particular. ViOlympic computer ensures the safety and protection for pupils from negative impacts when accessing the Internet as it is pre-installed with copyright BkavPro 2009 Internet Security antivirus software, which is able to control and prevent access to websites of bad contents.

Sources: VUFO- NGO Resource Centre Vietnam, Intel News Release, FPT Newsroom
Wednesday, 03 February 2010 21:26:10 (W. Europe Standard Time, UTC+01:00)  #     | 

September 2009 - The Education Department, Government of Punjab, signed a Memorandum of Understanding (MoU) with Microsoft Pakistan under the “Partners in Learning” global program. Both parties will work cooperatively to participate in a four-year program from 2009 till 2013.

It was decided under the MoU that Microsoft’s and the Education Department’s associates will provide a joint report to Government of Punjab and Microsoft every 90 days. The report will provide an assessment of the purpose, progress and impact of ‘Partners in Learning Program’ in Punjab, Pakistan.

Michael Robinson, GM Public Sector, Microsoft MEA, flew down to Pakistan to personally thank the Chief Minster and Government of Punjab to select Microsoft as their partner in this massive reform program. Michael articulated that, “Microsoft has always believed that investing in education is the best way to help young people achieve their potential. We are hand in hand in this program with the Education Department, Government of Punjab to ensure that students receive practical education of information technology that can help them get jobs in the market.”

According to the MoU, Microsoft will provide four weeks of internship to 4 students suggested by the Government of Punjab every year through Microsoft’s certified partners in Pakistan. The chief minister said under the agreement, the Punjab government would invest Rs3 billion in three years and Microsoft Rs1.5 billion, and resultantly the government would earn a profit of Rs500 million.

Sayed Hashish, Director Public Sector, Microsoft North Africa, East Med and Pakistan, stated that, “Over the past few years, technology has become a need in every field. Microsoft, realizing the challenges that institutions in Pakistan face to implement a quality technology program, came up with a very unique plan. We believe that importance of computer literacy cannot be overstated as technology continues to accelerate globally. Hence, this partnership between Government of Punjab and Microsoft is a worthwhile approach and will help the education system here in the long run.”

Kamal Ahmed (Country General Manager) “Microsoft aspires to introduce education related solutions which will enable the community of students and educators to realize their potential through the power of technology and to remove the barriers in the effective use of technology”.

Source: Link

Wednesday, 03 February 2010 20:42:52 (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, 02 February 2010

Singapore is taking massive steps to integrate ICTs into education in a variety of ways. The FutureSchools@Singapore program seeks to develop up to 15 schools with up-to-date teaching and learning methodology through utilization of ICTS in education system. It is a joint project of Infocomm Development Authority of Singapore (IDA) and the Ministry of Education (MOE) and vendors like Hewlett-Packard (HP), Singapore Technologies Electronics (ST Electronics), Microsoft, Singapore Telecoms (SingTel) are also involved actively in this project.

The Ministry of Education has also established its first interactive web-based Education and Career Guidance (ECG) portal for students. is a project, jointly developed by the Ministry of Education and the Center on Education and Work, University of Wisconsin-Madison. Pilot-tested in 2009 in 18 secondary schools, 4 junior colleges and Millennia Institute, the portal received positive feedback on its overall user friendliness and up-to-date and comprehensive features. was expected to be available to secondary and post-secondary schools by August 2009 and to primary schools by early 2010.

Ministry of Education (MOE), the Infocomm Development Authority of Singapore (IDA) and Microsoft Singapore, are also collaborating on BackPackLive! initiative. This initiative is an expansion of the previous five year IDA-Microsoft BackPack.NET initiative launched in 2003. BackPack.NET was the first education initiative where Microsoft, IDA and MOE collaborated to create a fundamental shift in the way a student experiences learning through the use of innovative Tablet PC (TPC)-based learning applications. The new collaboration will focus on inspiring, exploring and scaling innovative ICT practices among teachers. The Cyber Wellness Student Ambassador Programme, to promote safe and responsible use of Information-Communication Technologies (ICT) among students through peer education, is also a part of the BackPack LIVE! Education initiative. It plans to target students at Primary 4 and Secondary 2 levels, and was planned to kick off with 47 primary and 44 secondary schools in November 2009.

The Ministry of Education (MOE) is also working together with NCS Pte Ltd and Google to make available the Google Apps (Education version) suite of online communications and collaboration tools to more than 30,000 teachers and staff in over 350 schools in Singapore by end 2009. The successful implementation of this project would make MOE the first Ministry in Singapore to adopt an open standard cloud computing platform and the first in Asia to provide Web 2.0 communication and collaboration tools to all teachers in the public school system.

From as early as 2010, the Next-Generation National Broadband Network (Next Gen NBN) would also support education initiatives in Singapore such as Future Schools through high speed connectivity 1Gbps and beyond which would pave way for enhanced web-based interactive features in teaching and learning.

Source:Ministry of Education Singapore Press Releases

Tuesday, 02 February 2010 19:32:34 (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, 01 February 2010

Michael Trucano praises Chile for introducing ICTs into education in a systematic manner. “Chilean experience is perhaps the most lauded and studied” he says. According to him Enlaces started off as connectivity pilot project, rooted in universities, not essentially limited to technology but incorporating teacher training and digital content, long before other such projects could implement these essentials. The initial Pilot was such a success that it led to immediate expansion into a national project of education ministry. To date 1100 schools participate in the project and nearly 110,000 teachers have participated in professional development courses. “The national education portal is considered a model by many other countries. By next year, the government projects that it will have a student: computer ratio of 10:1. Many other countries look at such figures with envy.”

Trucano says that being a primary model doesn’t guarantee sustained leadership, in particular, technology advancement keeps revolutionizing the role of ICTs in education. Trucano cites example of Uruguay’s roll-out of 1-to-1 computing for all primary students under Plan Ceibal. However, ever increasing computer density poses child safety issues.

Other useful resources:

Enclaces official site (in Spanish, English translation link in the post)

Technology in Schools: Education, ICT and the Knowledge Society [pdf]

Chile: Building the National Learning Network “Enlaces” [pdf]

Enlaces: The Chilean ICT Experience in Education [pdf]

Adapted fromFundacion Pais digital

Monday, 01 February 2010 18:53:32 (W. Europe Standard Time, UTC+01:00)  #     | 
 Sunday, 31 January 2010

SchoolNet is an initiative that promotes the effective use of information and communication technologies (ICT) in learning through supporting the connection of schools to the Internet and by creating a network of schools. The UNESCO SchoolNet project, “Strengthening ICT in Schools and SchoolNet Project in ASEAN Setting”, was initiated in recognition of the need to assist teachers in integrating ICT into teaching and to facilitate participation of teachers and students in the Asia-Pacific region in SchoolNet telecollaboration activities.

The project was launched in July 2003 and focuses on three subject areas, languages, mathematics and science. SchoolNet activities have been piloted in 24 schools in8 participating countries of the ASEAN (Association of South East Asian Nations) region: Indonesia, Malaysia, Philippines, Thailand, Cambodia, Lao PDR, Myanmar and Viet Nam.

The UNESCO SchoolNet project aims to encourage use of ICT in teaching-learning, improve connectivity, expand access to the wealth of educational resources available via the Internet and establish and promote SchoolNet in the Asia-Pacific region. National coordinators facilitate project implementation in each participating ASEAN-region country. Project partners include Japanese Funds-in-Trust and ASEAN Foundation.

Source:UNESCO SchoolNet Project resource

Sunday, 31 January 2010 22:11:14 (W. Europe Standard Time, UTC+01:00)  #     | 
The IT for Rural Schools Program was started in 1995, with the objective of minimizing educational inequality by providing rural school teachers, students, and children with disabilities with access to computer technology. The project covers some 72 rural schools across Thailand.

Launched in 1998, the Learn and Have Fun with CAI for Primary School Students Project has the main function of identifying quality CAI software from abroad for use in Thai primary schools, and integrating this software initially into three subject areas: math, science, and English. The project also includes staff development to train teachers in the full and effective use of the CAI software in their classes.

RH Princess Maha Chakri Sirindhorn believes that if prison inmates are trained in skills that are of a practical use and in high demand, such as computer skills, they will have a better chance of finding a good job after their sentences are finished and of becoming good citizens of benefit to society. Acting on this belief, Her Royal Highness launched the IT for Inmates Program under the Princess’s IT Project. The Program began at Bang hen Central Women’s Prison at Khlong Prem in 1997. In 1992, the Technical Information Access Center under the National Science and Technology Development Agency hired the prison inmates to type Thai and English journal indexes. At present, numerous organizations offer the inmates typing jobs. Between 1992 and 2003, the inmates earned a combined total of approximately 160,000 baht in this way. Later, the prisoners also learnt computer graphics. At present, the average accumulated income generated as a result of this Program is about 50,000 baht per month.

In 2003, HRH Princess Maha Chakri Sirindhorn provided an opportunity for the inmates to contribute to society by taking part in the production of audio books for the blind. This project came about through collaboration among three bodies: the Princess’ IT Project, the Thai Blind Association and Bangkhen Women’s Prison. Initially, some 47 inmates participated in the project, 35 of whom read, while the other 12 carried out audio editing using the computers. By the end of 2003, this group of inmates was expected to have produced a total of 1,000 hours of audio books.

Further details can be seen in this report. Source: UNESCO Bangkok online resources
Sunday, 31 January 2010 21:13:28 (W. Europe Standard Time, UTC+01:00)  #     | 
Microsoft has recently developed a new technology - called MultiPoint – which has high potential to serve rural areas which have limited technology infrastructure and budget, to integrate technology in education. MultiPoint Mouse SDK applications allow schools to increase the number of students that can access technology in a classroom or lab, simply by plugging in an existing or new mouse per student. This product enables up to 25 children to simultaneously use and operate a single computer via multiple mice. This saves schools having to buy a separate PC for each child.

Applications built on the MultiPoint Mouse SDK can increase student learning comprehension through interactive methods. Applications built on the MultiPoint Mouse SDK can provide teachers with tools to gain real-time assessment information to help them provide a personalized learning experience for each of their students.

MultiPoint Mouse is already being used in 12 countries. Video demonstrating uses and benefits of MultiPoint Mouse can be seen here.
Sunday, 31 January 2010 20:12:07 (W. Europe Standard Time, UTC+01:00)  #     | 
girl without arms and legs uses computerBorn without arms and legs, Toyeeba Soumair, a girl from Narathiwat province, never thought that she would get a chance to explore the world of computers until she met HRH Princess Maha Chakri Sirindhorn at Baan Plug Pla School 11 years ago. That moment changed her life."Since the young girl has no arms at all, we had to design a computer which has a special switch device, which allows her to easily perform mouse functions using her shoulder with just one click," Pairach Thajchayapong, the vice chairman of the Princess's IT project, said. IT for the Disabled Program under the Princess’ IT Project in Thailand is an exemplary project to provide assistance to students with disabilities through the use of technology.

In 1998, Srisangwan School became part of this project. Computers were placed in the regular classrooms, 10 in each for grades 1 to 6. The National Electronic and Computer Technology Centre (NECTEC) has provided training for teachers at Srisangwan School on how to assess the capabilities of disabled children in order to identify the most appropriate assistance for them, and on how to effectively utilize IT tools for working with disabled children. The school also receives support from physical therapists, speech therapists, special educationists, and computer instructors to create individual curricula to suit each child’s special needs and physical abilities. The computer skills of the students at Srisangwan School have been shown to be of the same standard as those of non-disabled students, and the teachers are capable of using computer-assisted instruction programs to support their own teaching.

Kawila Anukul School is a school for children with learning difficulties in Chiang Mai province. In addition to a computer workshop facility, the Program has also constructed an IT-assisted classroom at Kawila Anukull. In this classroom, computers are used as a teaching aid together with other technologies that make it possible for students with writing, speech, or learning difficulties to learn and develop necessary skills.

Source: Adapted from UNESCO Bangkok online resources
Sunday, 31 January 2010 20:08:58 (W. Europe Standard Time, UTC+01:00)  #     | 
“Partners in Learning” is a global initiative designed to actively increase access to technology and improve its use in learning. Since its launch in 2003, Partners in Learning has touched the lives of more than 135 million students, teachers, and education policymakers in 101 countries.

Its program “Innovative Schools” helps schools around the world to move beyond the limits of the classroom and traditional learning models. For instance, In Singapore, the Infocomm Development Authority of Singapore and Microsoft have initiated BackPack.NET, an ambitious five year program which encourages inquiry, creativity, and student-centered learning through advanced applications of technology in the classroom. It includes a pilot project that puts Tablet PCs into the hands of every student at a number of “pioneer schools.”

“Innovative Teachers” connects and empowers educators worldwide. For example, in India, Microsoft is working with education departments, colleges, and universities to incorporate pre-service information and communications technology (ICT) curriculum in a sustainable and scalable model. Already, 160,000 teachers and hundreds of teacher educators have been trained in ICT skills. The Innovative Teachers Network enables teachers to learn from one another and work collaboratively on new approaches to learning through national or region-wide portals. Today, on a daily basis, more than 400,000 teachers on 52 local networks connect and share ideas, practices, and professional development resources.

“Innovative Students” aims to provide students with access to programs and curriculum that help fully integrate technology into the learning process, both in school and at home. It also enables qualified governments to provide used computers and affordable software to underserved primary and secondary student households that aspire to own a PC. Microsoft is also supporting the Innovative Teaching and Learning (ITL) research project to contribute information and policy insights on effective education transformation.

Detailed information about Microsoft Partners in learning initiatives in five Association of South East Asian Nations (ASEAN) countries: Indonesia, Malaysia, the Philippines, Thailand and Viet Nam can be found in this case study.
Source: Adapted from Microsoft Partners in Learning webpage and brochure.
Sunday, 31 January 2010 10:45:27 (W. Europe Standard Time, UTC+01:00)  #     | 
 Saturday, 30 January 2010


Google has decided to promote literacy through the Google Literacy Project. The website is dedicated to literacy integrating Google’s book, blogs, video and map services to help teachers and educational organizations communicate effectively. This new project stems from the desire to spread knowledge, says Nikesh Arora, vice president of Google's European operations, "Google's business was borne out of a desire to help people find information." In its quest for literacy Google has got several partnerships with LITCAM, UNESCO and several others. Google has invited people all over world to share their projects, videos, blogs etc related to literacy, the largest collection submitted initially was the videos from project 'same language subtitling' (India).

Saturday, 30 January 2010 22:39:48 (W. Europe Standard Time, UTC+01:00)  #     | 

Innovative use of ICTs in education ICTs are bringing revolutions in every aspect of our lives making us use technology more and more to get the best out of it. Use of ICTs in education is also creating a paradigm shift in our pedagogical methods by incorporating technology: exploiting its immense potential to invigorate the cognitive process of students; capitalizing on its ability to bridge distances and divides of time and resources, by providing equal opportunity for access; relying on its inherent capability for quick replication, in other regions – predicting that the future of education is highly coupled to technology incorporation.

Hundreds of projects are being carried out in the asia pacific region for innovative us of ICTs in education, only a few selected ones from south asia are being covered here. Dharkan 107.8 is an example of the use of radio for imparting education, general awareness and supporting health education in rural areas of Madhya Pardesh (India). Nokia’s LifeTools is an example of the ‘mobile application’ providing rural areas with services related to agriculture, education and entertainment. Digital StudyHall is a initiative combining traditional pedagogical methods with the digital recorded lectures disseminated through DVDs and small TV sets in rural areas (battery powered). UNESCO Jakarta’s (Indonesia) project to use open source software converting text to voice for visually impaired individuals is another outstanding example of how ICTs are facilitating special education. A similar project is being implemented in Pakistan for assisting the deaf through ICTs.

Google’s internet bus project is educating people about benefits of internet (education in particular) through a customized ‘internet enabled bus’ travelling from city to city. Egyankosh – a national repository, is preserving and sharing digital learning resources developed by institutions all over India and also collaborating with Pakistan, Bangladesh, Malaysia, Sri Lanka and several other countries. “E-learning for Kids is a global, non-profit foundation dedicated to fun and free learning on the Internet for children ages five-to-12” providing short courses (in 5 different languages) on basic subjects e.g.Science, Mathematics, Language arts, etc and has outreached over million children in 80 countries. Solar powered ePods is an example of incorporating energy efficient solutions in education.

Saturday, 30 January 2010 13:04:51 (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, 29 January 2010

Adapted from:

According to the spotlight review on the website the ‘India, a successful ICT powered nation, has always laid a lot of emphasis on the use of ICTs, not only for good governance but also in diverse sectors of the economy such as health, agriculture and education etc.’

The use of ICTs in education has certainly been improved over the years with several initiatives worth mentioning. According to the review the ‘most vital contribution of ICTs in the field of education is easy access to learning resources’, enabling the students to have easy access to resources. The examination results (held by several Boards/ Institutions/ Commissions) are now available online and also through email, SMS and IVRS (Interactive Voice Response System). Online admissions counseling is available for admissions to professional degree courses as well information regarding scholarship opportunities and educational loans are disseminated to the meritorious students across backgrounds and financial status. Information related to admissions to foreign universities is readily available to the students.

Several Distance Education programs are being run which make it easy for students in remote areas to continue their education. The textbooks of the national curriculum (NCERT), from grade 1 to 12, have been uploaded online for convenience of students and teachers. Sample papers for many entrance exams and other competitions are also available online. Such a facility is also being provided by Indira Gandhi National Open University.

One of the most vital ICT initiatives is the development of Brihaspati, a virtual classroom; an endeavor is by The Indian Institute of Technology, Kanpur. Brihaspati is a web-based e-learning program, which enables instructors to enhance on campus learning by sharing course materials, having class discussions, and making assessments on the web. It can also be used to deploy e-learning content for off campus self as well as mentored learning. This tool is open source software and can be used by any university.

Friday, 29 January 2010 19:00:34 (W. Europe Standard Time, UTC+01:00)  #     | 
 Wednesday, 27 January 2010
The IBM KidSmart Early Learning Program integrates new interactive teaching and learning activities using the latest technology into the pre-kindergarten curricula. The program is now being implemented in 60 countries internationally, serving more than 2 million children from remote geographic areas to underprivileged areas of town and cities.

IBM's KidSmart program includes the Young Explorer™, a computer housed in brightly colored, kid-friendly Little Tikes™ furniture and equipped with award-winning educational software to help children learn and explore concepts in math, science and language. Through KidSmart, IBM donates one Young Explorer unit to select schools and also installs educational software for free on a school's existing computers. The program includes follow-up services: If the schools experience software-related problems, IBM will fix the problems and reinstall the programs if necessary.

The program's main target is children who do not have access to computers. IBM thus coordinates with the National Education Ministry to select schools to be included in KidSmart. IBM also runs teacher training workshops as part of KidSmart to introduce teachers to the technology, and also to teach them how to integrate KidSmart as a classroom activity.

Since its launch in 1998, IBM has invested more than $106 million in the KidSmart Early Learning Program, including the donation of more than 45,000 KidSmart Early Learning Centers. The program is now in 60 countries, and has trained more than 100,000 teachers and served more than 10 million students.

There's also a web site available to support teachers and parents. The KidSmart Early Learning website was created in collaboration with the Center for Children and Technology, Bank Street College of Education and United Way. Available in 9 languages, the website includes a guide for parents to encourage early learning at home and a section for preschool teachers that details how they can best use technology to support learning in their classrooms.

Source: IBM website
Wednesday, 27 January 2010 20:09:07 (W. Europe Standard Time, UTC+01:00)  #     | 

Metfone Viettel, a Cambodia-based affiliate of the Vietnamese military-owned Viettel Corporation, offers free internet services to schools in Cambodia.

A memorandum of understanding (MOU) on “Metfone Internet in school and scholarship program”, valued up to 5 million USD, has been signed between Metfone and Cambodia’s Ministry of Education, Youth and Sport (MoEYS) on December 29, 2009.

Following the MOU, from 2009 -2015, Metfone will provide free Internet connections and related equipments to all public schools, education centers, universities, colleges and MoEYS’s offices in Cambodia, totaling up to 2,000 access points. Moreover, under Metfone scholarship fund, hundreds of excellent pupils and students would be awarded scholarships worth 240 USD for two years (10 USD per month).

Also, in this MOU signing ceremony, 334 broadband internet connections were handed over as completion of phase 1, for schools, departments and computers for learning, teaching, managing and e-education purpose of Cambodia.

It is expected that by 2015, more than one million students and teachers will enjoy utilities and benefits upon the completion of the connections, generating new drive/stimulus for the development of education in Cambodia.

Source: Adapted from Foreign Press Center Vietnam
Wednesday, 27 January 2010 17:39:49 (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, 26 January 2010

The Intel® Teach Program launched in Pakistan in March 2002, which focuses on giving ‘extensive training and resources’ to promote ‘effective technology use in the classroom’. The program offers several courses to train the teachers, though all focus on incorporating technology into teaching, yet the course titled “skills for success course” is particularly designed for the ICT teachers. According to Intel’s official stats they have successfully trained more than 220,000 teachers reaching out to over 70 districts and cities so far … targeting remote schools like ‘Dewan Farooq Memorial School’ (Badin, Sindh) as well as developed school systems like PAF or Fazaia School System (having 25 schools nationwide). Recently Intel, Pre-STEP & USAID have made an agreement for strengthening teacher training institutes.

The ICT integration into the curricula has not only paid off in terms of improving the education standards but also has led to several community based initiatives, cleanliness drives and awareness campaigns!

The National Science Olympiad affiliated with Intel® is held in collaboration with ministry of education as well as science and technology, for students from grade 9 – 12 aimed at promoting research based learning among students, particularly in Science and Mathematics. The winners of the Olympiad are then selected for the Intel International Science and Engineering Fair which “is the world's largest pre-college science fair competition, where students have a chance to explore, discover, and innovate.” Intel also gives away awards to the teachers and institutes promoting ICTs in their institutes linked with the program.

Tuesday, 26 January 2010 18:57:27 (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, 25 January 2010
The Azerbaijani Education Ministry aims to connect 7,000 educational institutions to high-speed Internet as part of the "state program on informatization of education in 2008-2012", as declared by Education Minister Misir Mardanov on June 12, 2009.

The action plan of the state program includes improving material and technical base of educational institutions, equipping them with computer equipment, developing networks and intranet access to the Internet, creating electronic research tools in all disciplines, resource base of e-education (e-learning), Information and Resource Center in the application of ICT in education, a single educational portal, measures to promote distance education in the country, educational informatization management system, strengthening of human capacity and improving the regulatory framework.

Under this program, AZEDUNET is collaborating with Azerbaijan Ministry of Education and Ministry of Communications and IT, to connect all the educational institutions of the country to the unique high-speed internet network.

Through the state program, 500 schools in Baku and Sumgait were expected to be connected to Azerbaijan data and resource center till the end of 2009. By December 2009, 350 schools of the capital Baku and Sumgait were already connected to the center.

For the protection of moral and psychological state of schoolchildren, AZEDUNET Azerbaijan education network is also operating the web-content filtering system built on Web sense solutions. It filters websites included to limited category, and limits access to video audio files, harmful information searching in different languages over 60 categories in the search system. It gives the opportunity of providing maximum online protection to children from harmful content.

The Azerbaijan Education Ministry also plans to increase teachers' skills and computer literacy in the year 2010. “A mechanism has been created to improve teachers' skills”, Education Minister Misir Mardanov said at a press conference. According to the official, training sessions for primary school teachers in computer science and English would begin in 2010.

Source: Adapted from Trend News Agency (Azerbaijan)
Monday, 25 January 2010 20:01:05 (W. Europe Standard Time, UTC+01:00)  #     | 

India, a rapidly growing economy, having recorded 19% reduction in poverty over a decade, still has poor literacy rate with around 400 million people unable to read and write. Fakir Chand Kohli, widely regarded as the father of India's software industry challenged the software application reduction in literacy rates. The project poses great potential for improvement of women literacy. (54% women are literate as compared to 76% men)

“Launched in February 2000 in the Beeramguda village in Medak district of Andhra Pradesh, this ground-breaking project seeks to combat illiteracy with a new approach to learning, using multimedia and flashcards to fortify the learning experience”. The Computer-Based Functional Literacy (CBFL) method, primarily focused on reading, is designed to provide a basic 300-500 word vocabulary to adults over the course of 40 hours – ‘about a third of the time of traditional training’, and essentially based on the theories of cognition, language and communication.

A typical class has between 15 and 20 people and is held in the evening hours. CBFL curriculum provides flexibility to adjust to the varied schedules of working adults with families, and does not require trained teachers. A detailed analysis of CFBL is given here and the pictures here.

"You don't need a state of the art computer for this program to really fly," says Tata Group Chairman Ratan N. Tata, which means that the training can be conducted on donated 486 Pentium computers deemed obsolete by many users but adequate for CBFL.”

Today the CBFL project is operational in more than 1,000 centers in Andhra Pradesh, Tamil Ncomputer based functional literacyadu, Madhya Pradesh, Maharashtra, Uttar Pradesh and West Bengal, and it has helped more than 50,000 people learn the most basic reading. More centers are in the process of being set up. CBFL has been field tested in five of India's 18 languages -- Telegu, Tamil, Hindi, Marathi, and Bengali, with the help of government and NGOs in various locations throughout India. Tata claims that if implemented properly, the project can make 90 per cent of India literate in three to five years, thereby transforming the third world workforce.

CBFL has even been exported to South Africa, thanks to the interest of First Lady Zanele Mbeki. A TCS team is helping experts in that country to map the sounds of unwritten South African languages and develop a script for use in computer-based literacy training.

A similar program previously implemented in Nagrota Surian in 2005 was ASHA which aimed at teaching 15000 adults how to read and write in a period of 3 years.

Monday, 25 January 2010 18:50:11 (W. Europe Standard Time, UTC+01:00)  #     | 
 Sunday, 24 January 2010

students in computer lab Schlumberger Excellence in Educational Development (SEED) shares science, education and technology with teachers and students around the world. SEED is a volunteer-based, non-profit education program focused to inspire, influence and enable educators in underserved communities where Schlumberger people live, and work to engage youth in science and technology.

The SEED School Network Program offers to disadvantaged schools located in developing countries the financial and technical assistance needed to connect them to the Internet. It provides computer hardware and software, internet connectivity and related services, educational resources, and future planning guidance. During the period of grant, SEED works in close collaboration with the participating schools to ensure the continuity of the program once the grant expires. To date, there are 248 schools serving more than 260,000 children in 42 countries.

students in workshop SEED’s Educational Programs offer students and educators in SEED network schools hands-on workshops and online activities and projects using a project-based, Learning While Doing (LWD) approach. So far, total 58 school workshops have been conducted in 15 countries benefitting 1,490 students and 247 teachers, with global themes: Climate Change and Energy; Water. 78 projects have been in completed in 18 countries on topics like Waste collection, tsunami warning systems, automatic irrigation, smoke detection, earth science, robotics, and others

Its Online Science Center provides a broad range of educational resources and opportunities to learners and educators in seven languages – Arabic, Chinese, English, French, Portuguese, Russian and Spanish.

NASA Education Program, UNICEF and IEARN (International Education and Resource Network) are among many friends and partners of SEED program.
Sunday, 24 January 2010 17:15:09 (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, 19 January 2010

UNESCO Bangkok and Intel have signed a Memorandum of Understanding (MoU) to impart technologically up-to-date teaching skills to pre-service teachers in 9 countries in the Asia Pacific region. These countries are: Bangladesh, Cambodia, Indonesia, Mongolia, Nepal, Pakistan, Philippines, Thailand and Vietnam.

Teachers in a training UNESCO and Intel would together deliver the ‘Next Generation of Teachers’ Project with the objective to enable teachers to integrate Information and Communication Technologies (ICTs) efficiently in their teaching methodology. The program would deploy resources from Intel Teach Program in Teacher Education Institutions (TEIs) across the region. Under this collaboration, workshops already have been conducted in Bangladesh, Mongolia and Philippines in over 23 teacher education institutions.

The Intel Teach Program enables teachers to be more effective educators by training them on incorporation of technology in education as well as on promotion of analytical thinking, problem solving and cooperation skills in their students. To date, the program has trained more than 6 million teachers in over 50 countries, including 15 countries in Asia Pacific.

Participants Intel Teach Philippines Intel Teach is running a huge project in Indonesia, in collaboration with USAID; the program enables master teachers to integrate ICTs in their daily lessons, who further train their fellow teachers on Intel teach program. The project aims to train at least 15,000 Indonesian teachers by 2010. Under a similar project, Intel trained around 80,000 teachers in Philippines and also donated some Intel-based personal computers.

Intel’s another initiative, Intel World Ahead program is designed to provide affordable computers, Internet access and localized digital content; hence helps connecting people to technology.

Tuesday, 19 January 2010 07:56:00 (W. Europe Standard Time, UTC+01:00)  #     | 
 Saturday, 16 January 2010

 computer lab in Philippines schoolThe department of Education (DepEd) in Philippines has joined hands with several private corporations and social organizations to launch DepEd Internet Connectivity Project (DICP). Under this program, DepEd has fully adopted and supported Gearing up Internet Literacy and Access for Students (GILAS) project.

Launched on May 15, 2009, DICP aims to connect all the public schools in Philippines to internet as well as providing necessary training to teachers and students in about five years. Provision of electronic library system and integration of ICTS in all learning areas of curriculum are also on the target list of DepEd. So far, the project has already connected 2,375 out of 6,505 schools throughout the country.

Through DICP, Philippines was the first country to affiliate with ‘ICT for Education project’ of Intel. Globe Telecom, IBM, Microsoft Philippines, Apple South Asia, and are among many other partners of the program.

Saturday, 16 January 2010 18:41:17 (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, 15 January 2010

earthquake-hit HaitiConnectivity is not only necessary in daily routine life but it becomes very crucial in the times of disaster. Recently Haiti has been struck with a disastrous quake which has also cut off Haiti's communications links. Re-establishment of Telecommunications in Haiti is essential for effective disaster management and efficient coordination of the rehabilitation efforts.

Many private and humanitarian organizations are contributing their part to re-connect Haiti. ITU has allocated a budget of more than 1 million USD to deal with this disastrous situation and is providing Satellite links to re-establish connectivity in the region. OLPC is offering free rugged laptops to go with rehabilitation/aid teams and are inviting such teams to contact them immediately. Telecoms Sans Frontiers (TSF) has deployed its team to provide immediate support in setting up emergency telecommunications.

We sincerely hope that Haiti would be re-connected to the world very soon! Some pictures of Haiti Earthquake can be seen here.

Friday, 15 January 2010 12:12:09 (W. Europe Standard Time, UTC+01:00)  #     | 
 Sunday, 10 January 2010

Smart SchoolMSC Malaysia, conceptualized in 1996, is a national initiative by Malaysian government, to lead the nation towards fast evolving knowledge based economy using ICTS. Since its inception, MSC Malaysia has continued to bridge the digital divide through its flagship applications: MyKad, Telehealth, E-Government and Smart School.

The main objective of Smart School project, principally implemented by Ministry of Education, is to deploy latest information technologies to revolutionalise the education system. By the end of the pilot project in December 2002, 88 schools were connected, equipped with IT-trained teachers and integrated smart school management system. In 2006, a standardization process was deployed to measure the use of ICTs in all 88 smart schools.

The plan is to convert all 9000 schools in Malaysia to ‘smart schools’ by the end of 2010.

Sunday, 10 January 2010 20:54:03 (W. Europe Standard Time, UTC+01:00)  #     | 
 Tuesday, 05 January 2010

XO-3 by OLPCOne Laptop per Child, a non-profit organization with a mission to provide low cost, connected, educational laptop to each child in the world, recently announced its product road map regarding new versions of their XO laptop with enhanced performance, lower power requirements and lower costs.

XO-3, the latest XO concept to be available in 2012, would offer an innovative design of a thin touch screen tablet at lower power consumption and cost and will have a target price of well below $100.

OLPC laptops are designed to be rugged, low cost, low power, connected laptops with special educational softwares for children of remote and underprivileged rural communities.

Tuesday, 05 January 2010 17:39:38 (W. Europe Standard Time, UTC+01:00)  #     | 
 Thursday, 19 March 2009

ICT Project





To introduce and develop the use of ICT in the organisation and for the education of the children.

Project Name: ICT 

Why an ICT project?

The ICT project (Information, Communication, Technology), managed by Casa Do Caminho, consists of several component sub-projects, all of which aim to develop the use of information and communication technologies in the orphanages in Xerem. So far, Casa Do Caminho cannot provide free internet access or computer skills  training for the children and teenagers. This is what the ICT project is aiming at, as the need for access to computers and modern communication technology is great. Once physical access to ICT is established, it follows that the technology used in projects and trainings must be appropriate to local needs and conditions.

What can ICT experts do for our program? 

The most important part is installing all the PC's we have gathered. Several volunteers send in PC's from their home country in parts. Former ICT volunteers Ross and JoanMa have made sure we have stabe electricity supply, a separate ICT room in the childcentre for the younger children and 3 pc's with internet connection at the teenage boys house. Still a lot of pc's need to be installed and build up. We need ICT people who can build new PC's, teach our children and teenagers basic PC skills and continue to search for a possible internet connection at our children's centre in the rural area. Don't worry, you will not be just working with PC's, all our volunteers do a large variety of tasks and spend a lot of time with our children!  

Information about the state of the project:

Project Fundraising
No further fundraising activities have taken place since November 2006 on the basis that current funds are considered sufficient for our current project objectives. Moreover, the section Internet Services refers to a recent application made to the Brazilian Government that could potentially save a large cost to be incurred for the payment of internet services to Casa do Caminho. The current project finances are summarised below: 

Project Cost to Complete *

R$ 16.000,00

Funds Received

R$ 10.847,29

Payments (actual)

R$ 3.801,62

Payments (projected)**

R$ 12.000,00

Funds Required **

-R$ 4.954,33

  * Total of funds required to complete the objectives. NOTE: This total includes original projections for satellite internet costs
** Projected payments and Funds Required include projection for satellite broadband at Casa do Caminho

Where do our PC's come from?
After some difficulties with the Brazilian import process while trying to import a donation of computers from England-based NGO Computer Aid International, a Brazilian import specialist has offered to provide assistance and is awaiting the License to Import from the customs authorities here. In the meantime, to progress our work, computer parts have been coming in from international volunteers through mail and by means of volunteers that are traveling to Brazil. This means that our more immediate needs have been satisfied by building the PCs and upgrading what we have. The import of 10 PCs is anticipated in the coming months.
A network switch is being sought in Brazil for the Sala do Computadores to complete the network installation there. This will be bought in Brazil as the cost is less than that of importing one we have from abroad.

What software did we decide to use?

We decided to use microsoft software since we can't  garantee  "Linux specialst " through out the year. We  would  prefer to use the "free software" but since we couldn't garantee expertise all year long we decided to go for the simple option. In case of emergencies we can always call a local expert. This is not possible with Linux. 

How do we try to get Internet Services in the rural area?
An application to a Brazilian government-run programme was made on 6th March 2007 for the supply of Internet via satellite broadband to Casa do Caminho. The GESAC programme ( offers the VSAT technology ( for projects such as our own. For a copy of the application, please request from Ross Duncan at the CRCC general email address. At present, we are unsure how long the process will take to complete, but our ultimate aim is to have an internet connection at Casa do Caminho for September 2007 in order to commence the ‘Year of Casa do Caminho’ project linking the shelter with Dutch schools.

Investigation in to the installation of services at Casa Amigas is still outstanding.

Before and after the preparations

A number of further preparations have been made in the Sala de Computadores at Casa do Caminho (below). After some problems with computers being affected by the electrical network, grounding has been installed and power surge protection established for each computer.

A number of computers are being installed and will be connected through the switch currently being procured. New glass windows have been installed to replace the previous plastic covering them.





Computer Network at Casa Heppenheim

At Casa Happenheim, the electrical network has also been grounded to prevent damage. The organisation’s administration staff have had their only computer upgraded. Three new computers were installed: one for administration, another one for the adolescents and volunteers, and a third one that acts as firewall and 4-port network hub connected to broadband Internet. Furthermore, there is an available connection in the network for a laptop (volunteers or administration). These computers have seen the first use of the Ubuntu desktop environment and IPCop firewall.


Thursday, 19 March 2009 15:27:33 (W. Europe Standard Time, UTC+01:00)  #     | 
 Wednesday, 18 March 2009
  • Brief description

This project seeks to contribute to community development by upgrading children's skills and abilities in the field of computer by improving their ability to keep abreast with the worldwide technological progress and access information through audiovisual educational ways. The centers also seek to enable children to use software and technology in expressing themselves by developing child-specific projects. The idea is to combine FutureKids and ClubHouse projects together in one Palestinian project for the Palestinian children

  • Vision, Objectives and Goals

SHABABEEK'S vision: Raising community awareness of the importance of information technology and it's impact on the quality of the life by developing the technology-related skills of Palestinian children and youth, through curricular and extra-curricular activities after school hours in support if their academic performance. SHABABEEK's Main Goals: 1. Improving youth's cognitive and practical skills in working with younger age groups in the field of learning and technology, which will be narrow the gap between these tow generations. 2. Increasing children's knowledge and experience in the practical use of computer and information technologies in order to help them apply these skills in their daily life as essential life skills. 3. Promoting children's right to alternative ways of play and learning and the right to practice their hobbies and express themselves 4. Encouraging the use of technology and computers in the transfer of knowledge among Palestinian children.

  • How does ICT contribute to the organisational objectives

As a tool, ICT conributes largely to the development of children and youth through enhancing their capabilities, linking them with community and the world, providing a solid knowledge base, and providing opportunities to learn, play, and work.

  • Project summary

ICT is the cornerstone of SHABABEEK. It is means and an end by itself. The project utilizes technology in developing children and youth that are commuity based and capable of providing opportunities for themselves as well as other in society through the inception of ICT.

More information:

Wednesday, 18 March 2009 10:47:48 (W. Europe Standard Time, UTC+01:00)  #     | 
 Monday, 16 March 2009

3rd Annual Connecting Rural Communities Asia Forum

Stakeholders, policy makers and executives from across the ICT sector are preparing to come together and shape the future of rural connectivity. Join them at the CTO’s latest Connecting Rural Communities Asia forum and meet the people with the funding and expertise to transform Rural Connectivity.

Over three hundred leading ICT decision makers have already joined us at this series of annual conference. Plans have been initiated, funding opportunities identified and fruitful future partnerships struck. Ensure that this year you are able to join them.

Crucial points to be discussed include;
• How can governments best support the creation of self-sustaining rural connectivity initiatives that benefit local people? 
• Step-by-step practical guidance on overcoming the most pressing technical challenges
• Developing a world-class telecentre rural development programme
• Progress on delivering the promise of the United Services Obligation Fund
• Realising the benefits of greater rural connectivity though the delivery of E-services
• Mapping the future need for connectivity: Identifying choke points in the delivery network 
• Training and empowering rural populations to make full use of the potential inherent in greater connectivity

More information available here:

Monday, 16 March 2009 10:14:54 (W. Europe Standard Time, UTC+01:00)  #     | 
 Friday, 13 March 2009

The Ministry of Communications and Transport (SCT) launched the first Digital Club e-Mexico to young people between 12 and 18 years to develop their creativity in science and technology issues.
This project looks to identify interested people (youth) who can work as designers, inventors and developers of projects using new technologies, which initiated the deployment of 25 clubs that will be distributed in the states of Mexico, Puebla, Tlaxcala, Veracruz and the Federal District. 
The SCT reported in the local press that the Digital Club came into operation through the Coordination of e-Mexico National System, the Research Center for Advanced Studies (Cinvestav), the National Polytechnic Institute, and Youth Services (Seraj).
The model, which aims to motivate young people to experience new ideas over the Internet and its tools, born out of collaboration between the National e-Mexico System and the Computer Clubhouse, a program of the Science Museum of Boston in collaboration with the Media MIT Lab.
With the official opening of the first digital Club installed in the country, also known as "Club Cinven", a consolidation phase starts to generate in young people interest for science and technology as one of its main goals, said the agency .
Through this too it is targeted to build a network of participating states through the use of social networks.
The project was designed to be implemented in places of community access to the Internet that already have infrastructure such as Digital Community Centers, Learning, Libraries, Telecentres, among others, as well as already existing in the 9 (nine) Centers with which Cinvestav accounts  in our country .
The model has the "shape" of its promoters, who are youth specialised in using animation software, design and publishing. Should be highlighted that this project is in compliance with four guiding principles: learning by designing, follow their interests, build a community, trust and respect.

More information available here: El Universal Ciudad de México Domingo 02 de noviembre de 2008

Friday, 13 March 2009 15:21:11 (W. Europe Standard Time, UTC+01:00)  #     | 

Table of Contents


Designed to provide a comprehensive on line resource for all stakeholders involved in implementing the digital accessibility agenda of the Convention, the G3ict ITU Toolkit is making good progress towards completion by the end of March 2009. The Toolkit was announced jointly by G3ict and ITU on April 21, 2008. The complete table of contents of the Toolkit can be downloaded here.

Friday, 13 March 2009 14:50:47 (W. Europe Standard Time, UTC+01:00)  #     | 

Joint ITU-T & G3ict Forum 2008 - "The Convention on the Rights of Persons with Disabilities: Challenges and Opportunities for ICT Standards" 

  • ITU Headquarters, Geneva, Switzerland
  • April 21, 2008
  • Co-hosted by the International Telecommunication Union (ITU)
ITU-T Web site for the event:

The Convention on the Rights of Persons with Disabilities is one of the fastest human rights treaties ever adopted. It was developed with the active participation of country delegations and NGOs representing persons with disabilities, and includes a number of detailed mandates related to accessible and assistive Information and Communication Technologies (ICTs).

Today, ICT devices such as personal computers, fixed and mobile telephones and television are widespread, with over one billion people, globally, having access to the Internet. An increasing number of applications and services for e-commerce, e-government, transportation, public services, health services, cultural life and leisure are delivered electronically. However many of these services are developed without consideration of the needs of the 10 per cent of the world population with disabilities. This directly impacts the rights of these persons. The Forum explored the likely impact of the Convention on the Rights of Persons with Disabilities on the evolution of ICT standards with the active participation of industry, Standards Development Organizations (SDOs), NGOs, and other interested parties. It was addressed to leaders overseeing accessibility standards issues, representatives from the industry, SDOs, NGOs representing persons with disabilities, research institutions, assistive technology developers, governments and academia.

-Reviewed existing and in-progress technology standards and standardization of product development methodologies
-Discussed the role of public policy and procurement in support of standardization and the implementation of the Convention on the Rights of Persons with Disabilities
-Identified follow-up actions to facilitate the implementation of the Convention on the Rights of Persons with Disabilities.

Expected Outcome of Meeting:
Review and document the areas of standardization which match the mandates of the Convention and explore critical gaps. Receive feedback and suggestions from industry, policymakers and NGOs to explore how they can best support the work of SDOs in fostering greater accessibility of ICTs.

Friday, 13 March 2009 14:39:59 (W. Europe Standard Time, UTC+01:00)  #     |