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Ibarra, M. L. 2008. Profesores rechazan Plan Ceibal y reclaman mejoras en salarios. In El País Digital, April 1, 2008. Retrieved December 20, 2009 from http://www.elpais.com.uy/08/04/01/pnacio_338558.asp Ilukena, A. 2006. ICT Policy for Education: A Tale of Two Countries in Digital Learning: Learning Through ICT, Centre for Science, Development and Media Studies (CSDMS), India http://www.digitallearning.in/sept06/coverstory.asp (21 December 2009) Infocomm Development Authority. 2009a. Statistics on telecom services for 2009. http://www.ida.gov.sg/ Publications/20090304182010.aspx Accessed December 15, 2009. ––. 2009b. Infrastructure overview. http://www.ida.gov.sg/Infrastructure/20060411230420.aspx Accessed December 15, 2009. ––. 2009c. Neu Pc Plus. http://www.ida.gov.sg/Publications/20061130175201.aspx). Accessed December 15, 2009. INSEAD 2009 Global Information Technology Report 2008-2009. World Economic Forum http://www.slideshare.net/ victori98pt/the-global-information-technology-report-20082009 Intaj. 2009. Jordan’s ICT Sector Capacity in Education. Intaj. 2007. IT industry Statistics. International Development Bank (IDB). 2000. UR0110: Technological Development Program. Inter-American Development Bank. Retrieved December 12, 2009 from http://www.iadb.org/Projects/project.cfm?id=UR0110&lang=en ––. 2001. UR0132 : Secondary School and Teacher Training. Inter-American Development Bank. Retrieved December 18, 2009 from http://www.iadb.org/Projects/project.cfm?lang=en&query=&id=ur0132&project=ur0132 ––. 2005. IDB Country Strategy with Uruguay (2005–2009). Inter-American Development Bank. Retrieved December 12, 2009 from http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum-697957 ––. 2008. UR-L1030: Technology Development Programme II. Inter-American Development Bank. Retrieved December 12, 2009 from http://www.iadb.org/Projects/project.cfm?id=UR-L1030&lang=en ––. 2009. UR-L1058: Programa de Apoyo a la Consolidación y Expansión del Plan CEIBAL. Perfi l de Proyecto. Inter-American Development Bank. Retrieved December 18, 2009 from http://idbdocs.iadb.org/wsdocs/getdocument. aspx?docnum=2223751 International Network for the Availability of Scientifi c Publications (INASP). 2004. Empowering Youth and Connecting Schools. Lessons from the SchoolNet Namibia Approach. In: INASP InfoBrief 2. INASP, Oxford, UK. http://www.inasp.info/ fi le/0a8e7bb09c7c8c8d42ff0f0043ca3415/infobrief-2.html Retrieved on December 20, 2009. International Society for Technology in Education (ISTE). 2007. National Educational Technology Standards and Performance Indicators for Students. Eugene, OR, ISTE. International Telecommunication Union (ITU). 2007. World Information Society Report 2007: Beyond WSIS. Chapter 3 – The Digital Opportunity Index (DOI), pp. 35–55. ITU and United Nations Conference on Trade and Development (UNCTAD). Retrieved December 14, 2009 fromhttp://www.itu.int/osg/spu/publications/ worldinformationsociety/2007/WISR07_full-free.pdf References | 225
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Page 1 and 2:
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
Page 25 and 26:
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
Page 61 and 62:
Please don’t remove this word.ass
Page 63 and 64:
items are usually included: manpowe
Page 65 and 66:
Koh (2006) described a case where L
Page 67 and 68:
these is the company, Playware Stud
Page 69 and 70:
Koh and Lee further elaborated on t
Page 71 and 72:
computer ratio of less than 10:1; S
Page 73 and 74:
Chapter 4 Case Study: Namibia Shafi
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new economies that emerge from ICT
Page 77 and 78:
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
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problem solving; and learning to le
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The Implementation Plan places the
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The Policy Rationale The policy rat
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Stakeholder Category Stakeholder Ro
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Partnerships Currently in Existence
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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
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GCC Gulf Cooperation Council GITR G
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of the labour force is comprised of
Page 105 and 106:
Table 2: Summary of Strengths, Weak
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Figure 1: Education Structure in Jo
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Policy Features Policy Objectives I
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The Ministry of Education has devel
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apple increasingly engaging various
Page 115 and 116:
Intranet to facilitate data interch
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Table 7: A Comparison of the Comput
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Table 9: ICT Literacy and ICT Integ
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evenues could surpass USDone billio
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the Development Coordination Unit.
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delivery of ICT-related services, p
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Within the MoE itself, each Managin
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In the case of education, the Minis
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Chapter 6 Case Study: Uruguay J. En
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Abbreviations and Acronyms AGESIC A
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Uruguay is categorized as an “upp
Page 137 and 138:
As it can be appreciated, the gener
Page 139 and 140:
apple Implement the national inter-
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Table 4: Education levels in Urugua
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Table 9: Indicators Related to Scho
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Policy Features Overview of ICT in
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education policy, but placed itself
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Implementation Framework What plans
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In case of a technical problem, use
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To illustrate the resources current
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What are the national conditions th
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apple Creating a grant fund for new
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Summarizing, Ceibal is a policy dri
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What modalities/mechanisms instrume
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equired actions to materialize the
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The design of the evaluation consid
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initiatives were part of the pilot
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Figure 17: Percentage of Children t
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Conclusion The information presente
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Executive Summary Rwanda has been a
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to the country’s shift towards su
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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
Page 185 and 186: Figure 2: Finance Planning Framewor
Page 187 and 188: The Policy Development Process Step
Page 189 and 190: Table 6: Current Partners in ICT fo
Page 191 and 192: improving the quality of tertiary e
Page 193 and 194: Monitoring and Evaluation The ICT i
Page 195 and 196: However, the realization of Vision
Page 197 and 198: Introduction All of the countries r
Page 199 and 200: Technical support: Schools enjoyed
Page 201 and 202: apple structuring the education sys
Page 203 and 204: Pedagogical and Curricular Change T
Page 205 and 206: encouraged to apply project-based l
Page 207 and 208: to spur the economy. The country is
Page 209 and 210: Enablers This section focuses on th
Page 211 and 212: On the other hand, the case of Urug
Page 213 and 214: Monitoring and Evaluation The polic
Page 215 and 216: Scaling up in the context of this p
Page 217 and 218: way of transforming education so as
Page 219 and 220: Is Leap-frogging Possible? The effo
Page 221 and 222: the appropriate ICT resources and p
Page 223 and 224: technological literacy and pedagogi
Page 225 and 226: National Agency for Research and In
Page 227 and 228: --. 2009b. Working Out Change: Syst
Page 229: Gerster, R. and Zimmerman, S. 2005.
Page 233 and 234: Linden, L., Banerjee, A., and Dufl
Page 235 and 236: Miniwatts Marketing Group. 2009. Ur
Page 237 and 238: Quale, A. Trends in instructional I
Page 239 and 240: United Nations Development Programm
Page 241 and 242: World Bank. 2008a. MENA Development
Page 243 and 244: For more information about the publ
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