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Uruguay is still well known for its high literacy rate, large urban middle class, advanced education and social security systems and relatively even income distribution, despite the deterioration of some social conditions over the last decades of the twentieth century. Socio-economic Profi le Uruguay’s total population is 3.5 m illion. Its inhabitants are highly concentrated in urban areas (98%) and the majority are white European descendents (88%), with a minor presence of other ethnical groups such as mestizo (8%) and black (4%). The predominant religion is Christianity (66%), and the national offi cial language is Spanish. Table 1 provides an overview of the country’s demographics. Table 1: Main National Demographic Indicators Population 3,494,382 (July 2009, est.) 1 Population density 19.8 inhabitants per km 2 1 Median of population ages 33.4 years (2009 est.) 1 Growth rate 0.3% (2008) 3 Life expectancy total population 76 years (2008) 4 Infant mortality (per 1,000 live birth) 11.3 (2008) 2 Urban population 92% of total population (2008) 1 Sources: 1 - CIA (2009) ; 2 – World Bank (2008) ; 3 – World Bank (2009a) ; 4 – World Bank (2009b) Uruguay’s economy is characterized by an export-oriented agricultural sector, a well-trained work force, and high levels of social spending. Since 2004, through prudent macroeconomic management and aided by favourable conditions abroad, its economy has been growing at an average of 8% annually (CIA, 2009). This economic growth and the social policies implemented by the government have supported a reduction in poverty (from 33% in 2002 to 21.7% in July 2008) and unemployment (from 20% in 2002 to 7.6% in 2008) (World Bank, 2009b). Table 2 shows the main indicators for 2008. Table 2: Main Economic Indicators 2008 Budget revenues $8.16 billion 1 Budget expenditures $8.55 billion 1 External debt $10.73 billion 1 Infl ation rate (consumer prices) 7.9% 1 Exports $7.08 billion 2 Imports $8.80 billion 2 GDP (Purchasing Power Parity, or PPP) $32.19 billion 3 GDP per capita (PPP) $9,750 1 GDP (Real Growth Rate) 8.9% 1 GNI (AM-Atlas Method) $27.54 billion 3 GNI per capita (AM) $8,260 3 GNI (PPP) $41.81 billion 3 GNI per capita (PPP) $12,540 3 Sources: 1 – CIA (2009); 2 – World Bank (2008); 3 – World Bank (2009a) 128 | Transforming Education: The Power of ICT Policies
Uruguay is categorized as an “upper middle-income” country with the main economic indicators being slightly above the average in this category of countries (World Bank, 2009d). Uruguay’s socio-economic performance in 2007 and its Human Development Index (0.865) and the Gini Index (0.462), put the country into a prominent situation when compared with other Latin American countries, in terms of human development and economic equity (World Bank, 2009a; UNDP, 2009). ICT Infrastructure In 2008, Uruguay had 959,300 main telephone lines in use (the highest density in Latin America: 0.29 fi xed lines per person), as well as 3.51 million mobile phones (109%, the third in Latin American and the Caribbean countries according to Bibolini and Baker, 2009). The overall fi xed line and mobile cellular teledensity is 1.3 telephones per person. Regarding the structure of the ICT sector, there is a separate telecommunications regulator, and the status of the main fi xed-line telephone operator is that it is publicly owned. Competition among Uruguay’s mobile market providers is quite intense: all three operators (state-owned ANCEL, Telefonica’s Movistar and America Movil CTI Movil) have already launched 3G services (Miniwatts Marketing Group, 2009). On the other hand, 47.8% of the households have a computer, and 28% have Internet access at home 36 (INE, 2009). Regarding the overall Internet penetration, there are 1.34 million users (almost 40% of population), and 498,232 Internet hosts (CIA, 2009). As shown in Table 3, Uruguay is well positioned among Latin American and Caribbean (LAC) countries, not just regarding its economy but especially its ICT sector: it shows comparatively high rates of ICT penetration as well as a growing market through international trade based on the exports of ICT-related services. Table 3: ICT Sector Main Indicators Indicator Uruguay Latin America and the Caribbean region Access Telephone lines (per 100 people) 29.0 18.1 Personal computers (per 100 people) 13.6 11.3 Households with a TV set (%) Quality 92 84 Population covered by mobile cellular network (%) 100 91 International Internet bandwidth (bits/second/person) Affordability 903 1,126 Price basket for residential fi xed line (US $/month) 10.7 9.5 Price basket for mobile service (US $/month) 16.1 10.4 Price basket for Internet service (US $/month) Trade 23.4 25.7 ICT goods exports (% of total goods exports) 0.1 11.4 ICT goods imports (% of total goods imports) 6.5 15.9 ICT service exports (% of total service exports) Applications 8.8 4.7 ICT expenditure (% of GDP) 6.0 4.9 E-government Web measure index 0.51 0.44 Secure Internet servers (per 1 million people) 42.6 18.2 Source: World Bank (2009c) 36 Percentages include the improvements generated by Ceibal. Case Study: Uruguay | 129
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United Nations Cultural Organizati
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Published by the United Nations Edu
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Table of contents Foreword Preface
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Preface Information and Communicati
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Chapter 1 The Technological, Econom
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Five subsequent chapters review the
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Telephones Communications technolog
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Country Population (Millions) Econo
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construction, retailing) accounted
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organization structure shifts to ma
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(World Bank, 2005). With a national
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Beyond an impact on achievement in
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Chapter 2 A Framework for ICT Polic
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Education Tuned for Mass Production
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apple Providing the skills needed f
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subjects to understand and solve co
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a certain constellation of conditio
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Consequently, signifi cant change r
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Most often, a nation will combine t
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More than 30 countries have begun t
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as the knowledge society. These cha
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Chapter 3 Case Study: Singapore Phi
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apple students possessed basic skil
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The Context Singapore, located at t
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will be examined in the four core s
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Workforce Continuing Education Beyo
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expressed concerns that the fi gure
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Goals MP2 encourages the effective
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the schools’ initiatives by provi
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3. Improve the sharing of best prac
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Please don’t remove this word.ass
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items are usually included: manpowe
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Koh (2006) described a case where L
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these is the company, Playware Stud
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Koh and Lee further elaborated on t
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computer ratio of less than 10:1; S
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Chapter 4 Case Study: Namibia Shafi
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new economies that emerge from ICT
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22% in 2002) and an estimated 15.3%
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In 2009, the GRN also made efforts
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extremely high levels of inequality
Page 83 and 84: It proposes that when used appropri
Page 85 and 86: problem solving; and learning to le
Page 87 and 88: The Implementation Plan places the
Page 89 and 90: The Policy Rationale The policy rat
Page 91 and 92: Stakeholder Category Stakeholder Ro
Page 93 and 94: Partnerships Currently in Existence
Page 95 and 96: Government stimulate the developmen
Page 97 and 98: apple That a number of successful c
Page 99 and 100: Chapter 5 Case Study: Jordan Taysee
Page 101 and 102: GCC Gulf Cooperation Council GITR G
Page 103 and 104: of the labour force is comprised of
Page 105 and 106: Table 2: Summary of Strengths, Weak
Page 107 and 108: Figure 1: Education Structure in Jo
Page 109 and 110: Policy Features Policy Objectives I
Page 111 and 112: The Ministry of Education has devel
Page 113 and 114: apple increasingly engaging various
Page 115 and 116: Intranet to facilitate data interch
Page 117 and 118: Table 7: A Comparison of the Comput
Page 119 and 120: Table 9: ICT Literacy and ICT Integ
Page 121 and 122: evenues could surpass USDone billio
Page 123 and 124: the Development Coordination Unit.
Page 125 and 126: delivery of ICT-related services, p
Page 127 and 128: Within the MoE itself, each Managin
Page 129 and 130: In the case of education, the Minis
Page 131 and 132: Chapter 6 Case Study: Uruguay J. En
Page 133: Abbreviations and Acronyms AGESIC A
Page 137 and 138: As it can be appreciated, the gener
Page 139 and 140: apple Implement the national inter-
Page 141 and 142: Table 4: Education levels in Urugua
Page 143 and 144: Table 9: Indicators Related to Scho
Page 145 and 146: Policy Features Overview of ICT in
Page 147 and 148: education policy, but placed itself
Page 149 and 150: Implementation Framework What plans
Page 151 and 152: In case of a technical problem, use
Page 153 and 154: To illustrate the resources current
Page 155 and 156: What are the national conditions th
Page 157 and 158: apple Creating a grant fund for new
Page 159 and 160: Summarizing, Ceibal is a policy dri
Page 161 and 162: What modalities/mechanisms instrume
Page 163 and 164: equired actions to materialize the
Page 165 and 166: The design of the evaluation consid
Page 167 and 168: initiatives were part of the pilot
Page 169 and 170: Figure 17: Percentage of Children t
Page 171 and 172: Conclusion The information presente
Page 173 and 174: Executive Summary Rwanda has been a
Page 175 and 176: to the country’s shift towards su
Page 177 and 178: Rwanda ranks 143rd out of 154 count
Page 179 and 180: that are not designed for teaching
Page 181 and 182: These policy objectives are informe
Page 183 and 184: It also proposes that ICT be used i
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Figure 2: Finance Planning Framewor
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The Policy Development Process Step
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Table 6: Current Partners in ICT fo
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improving the quality of tertiary e
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Monitoring and Evaluation The ICT i
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However, the realization of Vision
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Introduction All of the countries r
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Technical support: Schools enjoyed
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apple structuring the education sys
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Pedagogical and Curricular Change T
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encouraged to apply project-based l
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to spur the economy. The country is
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Enablers This section focuses on th
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On the other hand, the case of Urug
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Monitoring and Evaluation The polic
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Scaling up in the context of this p
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way of transforming education so as
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Is Leap-frogging Possible? The effo
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the appropriate ICT resources and p
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technological literacy and pedagogi
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National Agency for Research and In
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--. 2009b. Working Out Change: Syst
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Gerster, R. and Zimmerman, S. 2005.
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--. 2009. Measuring the Information
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Linden, L., Banerjee, A., and Dufl
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Miniwatts Marketing Group. 2009. Ur
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Quale, A. Trends in instructional I
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United Nations Development Programm
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World Bank. 2008a. MENA Development
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