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Learning from others within the landscape of “transitional economies” and the challenge in ICT development for African countries
Abstract
This paper presents the experience of good practices and bench learning in the EU for sustainable development in transitional
economies. In exploring key issues of ICT development for economic growth in African countries, it will showcase how information
and experience from different geographical/economic sectors within the EU have been collated into a comprehensive knowledge
system, and shared among users, using both electronic and traditional methods—see The BEEP Project http://www.beep-eu.org. It will then discuss how this good practice model could be developed further as a Pan-African Initiative, as part of the
IST Africa Programme for participating countries, to enable them share experience and information in their attempt to narrow
the digital divide for sustainable growth.
... Although achieving the MDG deadline might be optimistic (2015), its eight objectives are essential to good governance for sustainable development. These goals are (1) eradicating extreme poverty and hunger, (2) achiev ing universal primary education, (3) pro moting gender equality and empowering wo men, (4) reducing child mo rtality, (5) improving maternal health, (6) co mbating HIV/AIDS, malaria and other diseases, (7) ensuring environ mental sustainability, and (8) generating a global partnership for development [10]. A lthough number seven is listed separately, the prevailing contemporary environ ment dictates that all eight shares a phenomenological u mb ilical relationship and ICT is fundamental to realizing such noble endeavors. ...
... The BEEP method is available to the public at http://www.beepknowledgesystem.org and contains roughly 315 p ractice cases. According to Odamtten and Millard [5], Eastern Europe and the Mediterranean benefitted significantly in using BEEP to transform their economies as a precursor to enter the European Union whereas the Pan-African region is slowly getting on board. Inherent in the BEEP method, is the recognition that there is no absolute solution. ...
The use of ICT to drive sustainable development is a constant debate. Whereas one group staunchly defends emp loying ICT for guiding and implementing sustainable development, others fight vigorously to highlight its many negatives. One should readily agree that, as with most things in this world, apply ing ICT to propel any development will have its benefits and pitfalls. Its measurement must therefore be focused on whether the advantages outweigh the disadvantages. I will argue that driving sustainable development through ICT initiat ives bring much greater benefits than negative consequence. One is also acknowledging that like all good projects, protocols and methods are impo rtant to success. Therefore, when advancing sustainable development with ICT as the driv ing force, it is essential to have proper planning, analysis, implementation, and mon itoring if one anticipates favorable outcomes. I will build upon this argument in more details in the ensuing sections.
This case study involves the adoption of new technologies by a developing nation. The leader of the country, in consultation with an advisory non-profit agency must weigh the benefits and drawbacks of commercial products versus open source/low-cost options. He must also consider ways of remaining sensitive to cultural traditions and norms when introducing these new innovations.
This paper proposes a design for a low cost network model designed for rural and remote areas of the globe. It presents a six component framework, comprised of technical and non-technical issues that will guide a successful design and deployment of a community size wireless network. The authors conducted a number of studies in England and Tanzania to study available technologies, their potentials and shortcomings. They also studied challenges facing remote areas of developing countries as well as the challenges that face network operators in developing countries. Using the outcomes from these studies, they designed a model that takes a holistic approach to address these challenges. The designed model uses WiMAX technology as a key factor in creating a low cost community owned network. Practical and simulation tests show that a single base station WiMAX network is capable of covering up to 10km radius community, linking wirelessly with acceptable quality services. Designed model is suitable for small communities in rural and remote areas in developing countries. Network designs are useful for anyone looking to build campus size wireless networks.
This article presents and discusses “Virtual Links”. This builds on “The Golden Link”, a model which was developed to address
the challenge of how to make experience based competencies of senior workers available to the organisation and to younger
workers with less experience. “Virtual Links” support cross-generational communication and learning, as well as enabling access
for mobile workers to the knowledge of experienced seniors not physically present.
This paper presents an integrated model to monitor and evaluate web 2.0 project-based learning through its application in
a real higher education environment. Creating communities in the classroom has been the traditional method of engaging students.
The web 2.0 technologies are changing the way learning communities interact. We designed a Social Computing Environment to
support a community of students coming from Morocco, Tunisia, Egypt and Jordan involved in an International Master’s Program.
This study suggests that Web 2.0 tools can be integrated in a model to assess learning effectiveness in terms of Learners’
Satisfaction, Knowledge Creation and Learning Performance. Preliminary results suggest that the Social Computing Environment
helped students to better collaborate with peers, tutors and company’s supervisors, and also provided an environment where
the learning assessment phase could be much easier to perform.
Regional development and cohesion in the
- J Millard