The primary objective of this module is to introduce the key concepts of entrepreneurship and entrepreneurs. It also focuses on the global and regional status of women entrepreneurs, entrepreneurship’s relations to women’s empowerment, the barriers and enablers faced by women entrepreneurs, and the role of Information and Communication Technology (ICT) in women’s entrepreneurship.
The primary objective of this module is to introduce the key concepts of Empowerment; Women’s empowerment, and its barriers and enablers in present times; Information and communication technology (ICT), and its challenges and opportunities in promoting women’s empowerment; and the Sustainable Development Goals related to achieving women’s empowerment.
Disaster Risk Management (DRM) is a set of processes to lessen the impacts of disasters on society. This process involves the development of policies, strategies and capacities, among other activities, to assess, prepare for and reduce disaster risks, before a disaster strikes.
This Primer is designed to promote a framework for matching available technology with DRM processes. It provides examples of a range of information and communication technology (ICT) applications already implemented in Asia and the Pacific as well as the rest of the world. These examples will be presented as case studies on how ICTs are being used in disaster mitigation, preparedness, response and relief, as well as recovery and reconstruction.
Engaged Learning is a pedagogical strategy that links classroom learning with community development practices within a credit-based university curriculum. For students who are learning about the field of information and communication technology for development (ICTD), engaged learning can be an effective approach to provide them with practical experiences in helping local communities through ICT-based innovation.
To advocate the engaged learning across the Asia-Pacific region, APCICT has prepared two set of publications: the “Engaged Learning Toolkit for Faculty: Using ICT for Community Development” and the “Engaged Learning Guidebook for Students: Using ICT for Community Development”, in collaboration with Cornell University. The Toolkit and Guidebook provide practical guidance for faculty members, students, communities and other stakeholders on planning, implementing and evaluating the ICTD-based engaged learning courses.
Pilot testing of the publications was conducted in three partner universities:
- Mahasarakham University (Thailand), where students built an online database and a website for a local museum for sustainable tourism
- University of the Philippines Los Baños (the Philippines), where students produced an educational broadcasting programme for rural vegetable farmers
- Kathmandu University (Nepal), where students created a mobile-based information system for rural migrant workers
This series is aimed at government policymakers and others who would like to better understand how different ICT trends will impact upon the economic, social and environmental arenas. The Brief on ICT Trends synthesizes existing research knowledge on the opportunities and risks of different ICT innovations to sustainable development, and provides recommendations for policy and practice. It is intended to be an introductory reference to support policy making and programme planning.
Each issue in this series focus on a particular topic, and this first issue introduces “Big Data”. Improvements in connectivity and mobile subscriptions around the world have resulted in the generation of large volumes of data which when captured, stored and analysed can be used to support development efforts. The High-Level Panel of Eminent Persons on the Post-2015 Development Agenda in 2013 recognized that big data, with its tremendous wealth of information, can enhance evidence-based decision making in critical development areas. This issue looks at how government policymakers can maximize the potential of big data by balancing its risks and rewards.
The Knowledge Sharing Series intends to help bridge the knowledge divide on how ICTs can be used for social and economic development, and ultimately help bridge the digital and development divide. Each issue in the series focuses on a specific ICTD theme, programme or project, and offers an end-to-end road map that can help policymakers in their planning, implementation, monitoring and evaluation processes.
This fourth issue highlights the importance of developing an enterprise architecture for government to deal with rapid changes in society, particularly the swift advances in ICTs. This issue introduces the key principles and methods for developing enterprise architecture, and provides a step-by step guide on how to initiate the process and who to involve. The issue also draws attention to good practices and potential pitfalls in enterprise architecture.
This Monitoring & Evaluation Guidebook is a companion for the Primer Series on ICTD for Youth. The Guidebook’s ultimate goal is to ensure that the target youth participants acquire the competencies to use information and communication technology (ICT) for achieving sustainable development goals.
The Guidebook’s framework is based on the APCICT Monitoring & Evaluation Toolkit developed for the Academy of ICT Essentials for Government Leaders Programme, which will be used as reference guide for basic principles and tips on M&E and the M&E system. Hence, the two documents may be used together.
The Guidebook is not written to monitor and evaluate the different kinds of ICT for development (ICTD) projects. The Guidebook content and format is only suited for the Primer Series, and intended for the use of partners as they implement the Primer Series in their respective contexts.
The Guidebook will enable the Primer Series implementing partners to determine the extent to which the youth participants have attained the learning objectives and project outcomes. More specifically, this book will guide the Primer Series implementers to:
- Concretely translate the learning outcomes and objectives into measurable changes in knowledge, skills and motivations
- Define concrete measures to determine level of project accomplishment
- Adopt and innovate monitoring and evaluation (M&E) tools to measure and analyse performance of the project and its participants
- Determine the M&E schedule and mechanisms
- Report the results of the M&E based on stakeholder’s profile
The fifth issue of the Primer Series, “Exploring Social Media’s Role in Development”, provides fundamental concepts and characteristics of existing social media tools and highlights how social media contributes to socioeconomic development. This issue will also guide students to use social media in a safe and productive manner.
This primer is divided into eleven chapters. Each section begins with a set of learning objectives against which readers can assess their own progress. Each chapter of the primer contains multiple choice questions to help readers check that they have understood the discussions. There are also practical exercises to promote an interactive learning process among students and faculty, and encourage readers to think reflectively on the issues presented. Case studies and Guides to Best Practices are also provided throughout the primer. These are intended for discussion and analysis, particularly in terms of the extent to which the key concepts and principles presented in the primer work in real-world projects and programs.
The primer does not only target students who plans to use social media in development. The intention is that all learners become aware of the potential of social media, and fully leverage this awareness even if they are not working specifically in development issues and/or projects.
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.
'Getting Started with Social Media Tools in Government' is a supplement to UN-APCICT’s Module 11 of the Academy of ICT Essentials for Government Leaders on 'Social Media for Development.' This publication is a practical guide that presents “how-to” steps for setting and managing social media tools and technologies in government. It aims to provide government officials with a basic understanding of the functions of common social media to enable them to utilize social media for the improvement of the delivery of public services and governance processes.