ICT4D Resources on Bangladesh
||161,083,804 (July 2012 est. )
||56.8% (male = 61.3%; female = 52.2%)
|GNI per capita
USD 770 (FY 2011)
Computers per 100 inhabitants
|Fixed-line telephones per 100 inhabitants
|Mobile phone subscribers per 100 inhabitants
|Internet users per 100 inhabitants
|Domain names registered under '.bd'
||5,987 (December 2007)
|Internet international bandwidth
||24.78 Gbps (December 2007)
Resources on E-Co Hub
This article attempts to quantitatively measure the various influences on mobile phone adoption at the bottom of the pyramid (BoP) in Bangladesh, Pakistan, India, Sri Lanka, the Philippines, and Thailand. Based on an existing theoretical framework, adoption is modeled by fitting a logit model to a large sixcountry dataset. The study finds evidence for the importance of social influence in mobile adoption in two modes: one that exerts pressure on individuals to adopt, and another that helps to generate benefits via social networks that are tied in with economic and business networks. The article elaborates on the resulting social policy implications for using mobile telephone services to fight poverty at the BoP in these and similar countries.
Recognizing the potential that open and distance learning has to improve access to education for people facing socio-economic or geographical constraints, the United Nations Asian and Pacific Training Center for ICT for Development (UN-APCICT) has published the Open and Distance Learning in Asia and the Pacific Case Study, the third issue of its ICT for Development (ICTD) Case Study Series.
Open and distance learning (ODL) is one of the most rapidly growing fields of higher education and training globally, thanks for advances in information and communication technologies (ICTs) that contribute to the expansion of online and open delivery in education. Recognizing the potential that open and distance learning has to increase access to and improve the quality of education, the United Nations Asian and Pacific Training Centre for Information and Communication Technology for Development (UN-APCICT) commissioned country case studies that take stock of ODL initiatives in five selected countries—Bangladesh, Indonesia, Kyrgyzstan, Pakistan and Sri Lanka.
On 28-30 April, UN-APCICT launched its ICTD capacity building programme, the "Academy of ICT Essentials for Government Leaders," in collaboration with the Bangladesh Computer Council in Dhaka, Bangladesh.
On 28-30 April, UN-APCICT will launch the Academy of ICT Essentials for Government Leaders (Academy) programme in collaboration with the Bangladesh Computer Council in Dhaka, Bangladesh.
This publication, the first of South Asia Department’s South-South learning series, aims to showcase lessons, replicable practices, and other insights which development practitioners can learn from, and apply in, the context of their respective countries. Projects discussed here represent various sectors such as energy, urban development, transport, information and communications technology (ICT), irrigation, and disaster risk reduction. The selection of the projects showcased in this publication was based on their implementation or completion within the last ten years, an overall rating of either Highly Satisfactory or Satisfactory in their project completion reports, representation of all developing member countries in South Asia, representation of major sectors of ADB operations in South Asia, and the achievement of exemplary and significant results vis-à-vis their respective project components as documented in the project completion reports.
The main objective of the Survey is to create a consolidated source of information on the experiences of using ICTs for Education in the South Asian region, as a baseline for future work, and to provide a framework of reference for policy-makers.
Upcoming Academy Module 10 - ICT and Climate Change, Green Growth and Sustainable Development utilized to train over 70 government officials
This compilation of case studies explores some of the sound practices in the Asia-Pacific region in applications of information, communication and space technology for effective and efficient disaster risk reduction and management.
This report on the use of ICTs in non-formal education provides a perspective on how ICTs are increasingly being used in the community in general to make available information and learning to a larger target group outside of the formal school system. The paper attempts to understand the penetration of ICT in delivery of Non Formal Education (NFE).
Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh.
This country paper was prepared for the Third Session of the Governing Council of APCICT. It gives an overview of the initiatives undertaken in the area of ICT Human Capacity Building under the mandates of WSIS and MDGs, and provides specific needs and recommendations for this area in Bangladesh.
The proposed National ICT Policy 2008 has incorporated all the ingredients of the National ICT Policy 2002 in a structured manner with requisite updates necessitated by developments since 2002. The revised policy has also incorporated new policy directions in line with the ever changing technological advancements in this area. The most remarkable changes that have been made in the revised National ICT Policy are: 1) a methodical framework of the policy document; and 2) inclusion of planned action items in conformity with policies and strategies.
The Amader Gram ICT4D project started its activities in 2001. These activities focused on 12 villages and many schools of Rampal upazila in Bagerhat district in the south west of Bangladesh. This project was targeting both women and their children through awareness-raising activities. It aims to eliminate the difference between city and village women through computer training. Armed with this knowledge, women’s opinions are getting higher priority when decisions are taken about their children.
The aim of this paper is to examine the utility of ICT4D project efficacy. Particular consideration is given to the Village Phone Programme in Bangladesh and the Nakaseke Multipurpose Community Telecentre in Uganda. The results show that the Village Phone Programme, which focuses primarily on the economic empowerment of project beneficiaries, and the Nakaseke Telecentre, which prioritizes expanding service provision, both fall short to take into consideration the extreme poor and disadvantaged; a remarkable weakness in conventional ICT4D programming. In addition, it indicates that project duty bearers in conventional ICT4D projects are not directly accountable and participation is not particularly people centered.
This article looks at the ICT sector and its impact on national development in Bangladesh.
This policy document guides the development of a country-wide ICT-infrastructure for human resources development, governance, e-commerce, banking, public utility services and all sorts of on-line ICT-enabled services by 2006. This paper includes policy statements and a section on implementation and monitoring.
A presentation made by Shantana R. Halder,Senior Programme Specialist,Comprehensive Disaster Management Programme,Govt. of Bangladesh during the international conference "Building a Local Government Alliance for Disaster Risk Reduction" on 11-13 August 2009, Incheon, Republic of Korea.