UNESCO

This publication provides a summary of the achievements of the UNESCO ICT in Education programme and the initiatives planned for the future.

This publication provides an overall summary of the lessons learned during the implementation of the UNESCO SchoolNet project. It aims to to provide guidance for educators and others involved in initiating or managing national and international SchoolNets, particularly in Southeast Asia. Beginning with an overview of SchoolNets, what they are and why they are set up, this book then briefly describes the UNESCO SchoolNet project’s objectives and key outcomes. Next, a number of examples of existing SchoolNets are provided and the features of successful SchoolNets are identified.

The study aims to take stock of the development of various types of community centres with a view to setting the path for future action. The recommendations submitted by the author should help those planning to embark on similar projects to take into consideration what might or might not work.

This is a collection of case studies on Community Multimedia Centres (CMCs) in Nepal. It is intended to showcase the interesting and diverse growth of this initiative in spite of conflict and the lack of community radio regulation in the country. Three CMCs are each discussed using four categories: location and context, organizational structure, programmes, and sustainability. By examining three centres concurrently, common themes emerged in the overall functionality of CMCs in Nepal.

The report gives information about the development and use of Internet infrastractures in Pacific member states of the United Nations Educational, Scientific and Cultural Organization (UNESCO). The report focuses on the factors preventing Internet utilization as well as detailed national development plans. The resource have well represented statistics for Pacific Islands countries regarding factors of e-Governance and Internet usage.

The book pursues two key purposes. The first is to specify a curriculum in ICT for secondary schools that is in line with current international trends. The second is to propose a programme of professional development for teachers necessary to implement the specified ICT curriculum successfully. In addition, it provides a practical and realistic approach to curriculum and teacher development that can be implemented quickly and cost effectively, according to available resources.

In Section 1 the evolution of the international debate on gender and information technology is sketched out. Section 2 contrasts the impact of infrastructural and gender-specific constraints on women’s capacity to exploit the potential of the new information and communication technologies in different world regions. The cross-cutting role of gender in determining participation in the information society, and the issues this raises, are explored in Section 3.

This publication consists of eight component chapters. The package provides a distillation of the rapidly growing body of experiences and innovative strategies from countries in the Asia and Pacific region (Indonesia, Malaysia, Philippines, Singapore and Thailand).

Contents

Preface
Summary of Lessons Learned
Acronyms and Abbreviations

This toolkit is designed to help education planners and practitioners integrate information and communication technologies (ICTs) into education systems. It is meant to be a practical resource about ICTs in education, and more specifically about setting up and operating schoolnet programmes and projects. A schoolnet programme is an organized set of activities that expands the use of ICTs and promotes sharing of educational resources by teachers and students at schools.

This publication consists of eight chapters covering various aspects relating to the integration of ICT into education. These chapters provide information to lay the foundation for integrating ICT into teaching and learning. A synthesis of lessons learned from selected countries in the Asia-Pacific region, the publication provides the basis for the development of tools and blueprints to guide policy. It also serves as an advocacy instrument to gain the support of policymakers and other stakeholders for the appropriate use of resources to support the integration of ICT into education.