The study begins by exploring the terms IT and ICT. This is followed by a human resources approach to ICT, based on the assumption that a programme for ICT education should be structured according to a desired level of ICT proficiency. Swedish government policies that have created the conditions for Sweden’s competency in the ICT sector are reviewed, followed by a thorough analysis of education and training in Sweden. The sections on Sri Lanka and Tanzania follow a similar logic though they are more geared to concrete policy recommendations appearing at the end of those chapters.
© Swedish International Development Cooperation Agency, 2003, 116 pages