Trends in Telecommunication Reform 2010-11 86 ITU, Enlightened ICT regulation Can Play the Role of ‘Stimulus Plan’, Press Release (March 2010) at www.itu.int/net/pressoffice/press_releases/2010/12.aspx. 87 Joel Schwartz, International Cooperation in Cybercrime Investigations, Computer Crime and Intellectual Property Section, U.S. Department of Justice (November 2007) at www.itu.int/ITU-D/cyb/events/2007/praia/docs/schwarz-international-cooperation-praia-nov-07.pdf. 88 Howard Rush, Chris Smith, Erika Kraemer-Mbula and Puay Tang, Crime Online: Cybercrime and Illegal Innovation, Research Re-port, University of Brighton, U.K. (July 2009) at http://eprints.brighton.ac.uk/5800/01/Crime_Online.pdf. 89 ITU-D, ICT Applications and Cybersecurity Division, Understanding Cybercrime: A Guide for Developing Countries. 90 infoDev, Survey of ICT and Education in Africa: A Summary Report Based on 53 Country Surveys, p. 6, www.infodev.org/en/Document.353.pdf. 91 These countries are: Anguilla, British Virgin Islands, Dominica, Grenada, St. Lucia, and St. Vincent and the Grenadines. See Ed-mond Gaible, Survey of ICT and Education in the Caribbean: A summary report, Based on 16 Country Surveys, infoDev / World Bank (2009), p. 29 at www.infodev.org/en/Publication.441.html. 92 Some countries, like Uruguay, have developed centralized policies to promote school connectivity. Others, such as India, have adopted a more decentralized approach toward achieving this goal –with both national and state initiatives being implemented. For a review of the major national and regional initiatives for ICT in education in India, see infoDev, Information and Communi-cation Technology for Education in India and South Asia, Volumes II and III, Country Case Studies (2010), at www.infodev.org/en/Project.103.html. 93 In October 2009, the ITU launched Connect a School, Connect a Community, a public-private partnership promote broadband In-ternet connectivity for schools in developing countries around the world.93 The objective of this initiative is that children and youth attending connected schools will have improved access to the latest ICTs. In addition, connected schools are expected to leverage ICTs to improve the economic and social development of their communities, serving as hubs to provide ICT-based training on basic life skills (e.g., language literacy, numeracy and basic ICT literacy) and tools to develop business and ICT-specialized skills. 94 See Centro de Educación y Tecnología (Enlaces), Ministerio de Educación, at www.enlaces.cl/index.php?t=44&i=2&cc=1273&tm=2. 95 infoDev, Information and Communication Technology for Education in India and South Asia, Volume I, Extended Summary. 96 See Jorge M. Pedreira. “Technological plan for education: The Portuguese framework for ICT in education and the Magellan in-itiative for primary school children.” Presented at Inter-American Development Bank Seminar on “Reinventing the Classroom”, 15 September 2009. Washington D.C. http://events.iadb.org/calendar/eventDetail.aspx?lang=En&id=1444; and www.tmn.pt/kids/#/e-escolinhas/magalhaes/. 97 Ana Laura Martínez, Serrana Alonso and Diego Díaz, Monitoreo y evaluación de impacto social del Plan CEIBAL. Metodología y primeros resultados a nivel nacional (Dec. 2009) at www.ceibal.org.uy/docs/presentacion_impacto_social221209.pdf. 98 Different strategies such as refurbishing computers (i.e., recycling computers generally donated to the school connectivity pro-grams) or using a “thin-client” approach (i.e., in which a simple computer (the “client”) is connected to a server that carries out most of the processing). 99 See Toolkit for breakdown of costs. 100 See Tasa de alumnos por PC, at www.enlaces.cl/index.php?t=44&i=2&cc=800&tm=2. 101 See ITU, Connect a School, Connect a Community, Module 1: Policies and Regulation to Promote School Connectivity (2009). LCCD projects, on the other hand, are usually a collaboration between the ministry of education and other partners such as NGOs, international donors and the private sector. As such, the role of ICT regulators in LCCD projects is usually more limited. 102 WHO, Global Survey for eHealth (2005) at www.who.int/goe/data/en/. 103 WHO, World Health Statistics 2010 at www.who.int/whosis/whostat/2010/en/index.html. 118 Chapter 3