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Organisation for Economic Cooperation and Development (OECD). 2007. ICTs and gender. Paris: OECD. Ofcom. 2008. Social networking. London: Ofcom. One Laptop Per Child (OLPC). 2009. ¿Qué es OLPC?. México, una laptop por niñ@. Retrieved December 20, 2009 from http://1laptop1nino.blogspot.com/2008/10/que-es-olpc.html Organization for Economic Cooperation and Development (OECD). 2007. Broadband and the economy. Paris, OECD. http://www.oecd.org/dataoecd/62/7/40781696.pdf Accessed June 1, 2009. ––. 2009. OECD Factbook. Paris, OECD. http://www.sourceoecd.org/factbook Accessed June 1, 2009. Partnership for the 21st Century. 2003. Learning for the 21st century. Washington, DC: Partnership for the 21st Century. ––. 2005. A Report on the Landscape of 21st Century Assessment. Washington, DC, Partnership for the 21st Century. Pelgrum, W. and Plomp, T. 2002. Indicators of ICT in mathematics: Status and covariation with achievement measures. In: Beaton, A. and Robitaille, D. (eds.), Secondary Analysis of the TIMSS Data. Dordrecht, Netherlands, Kluwer Academic Press. Pedro, F. The New Millenium Learners. Challenging our Views on ICT and Learning. OECD-CERI Pellegrino, J., Chudowsky, N., and Glaser, R. 2004. Knowing what students know: The science and design of educational assessment. Washington, DC, National Academy Press. Perez, C. 2002. Technological Revolutions and Financial Capital: The Dynamics of Bubbles and Golden Ages. Cheltenham, UK, Edward Elgar. Pilat, D. 2004. The Economic Impact of ICT: A European Perspective. Paper presented at a conference on IT Innovation, Tokyo. Ploskonka, Y. 2009. Is Everything Really Shiny & Bright in OLPC Uruguay? In OLPC/News Blog, April 13, 2009. Retrieved December 19, 2009 from http://www.olpcnews.com/countries/uruguay/olpc_uruguay_tabare_vazquez.html Poder Legislativo. 2008. Ley N° 18.437 Ley General de Educación. Senado y Cámara de Representantes de la República Oriental del Uruguay. Montevideo. President’s Committee of Advisors on Science and Technology. 2000. Wellspring of Prosperity: Science and Technology in the US Economy; How Investments in Discovery Are Making our Lives Better. Washington, DC, Offi ce of the President. Presidencia de la República. 2003. Uruguay en Red. Programa de Conectividad Educativa. Memoria 2003. Retrieved December 21, 2009 from http://www.presidencia.gub.uy/mem2003/URUGENRED.pdf Presidencia de la República. 2007. Decreto Presidencial N° 144/007. Creación Plan Ceibal. April 18, 2007. Retrieved December 20, 2009 from http://www.elderechodigital.com/newsletter/Tics/TIC14_02.html Pringle, I. and Subramanian, S. 2004. Profi les and Experiences in ICT Innovation for Poverty Reduction. Paris, UNESCO. Psacharopoulos, G. and Patrinos, H. 2002. Returns to Investment in Education: A Further Update (Policy Research Working Paper 288). Washington, DC, World Bank. References | 231
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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
Page 13 and 14:
Telephones Communications technolog
Page 15 and 16:
Country Population (Millions) Econo
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construction, retailing) accounted
Page 19 and 20:
organization structure shifts to ma
Page 21 and 22:
(World Bank, 2005). With a national
Page 23 and 24:
Beyond an impact on achievement in
Page 25 and 26:
Chapter 2 A Framework for ICT Polic
Page 27 and 28:
Education Tuned for Mass Production
Page 29 and 30:
apple Providing the skills needed f
Page 31 and 32:
subjects to understand and solve co
Page 33 and 34:
a certain constellation of conditio
Page 35 and 36:
Consequently, signifi cant change r
Page 37 and 38:
Most often, a nation will combine t
Page 39 and 40:
More than 30 countries have begun t
Page 41 and 42:
as the knowledge society. These cha
Page 43 and 44:
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
Page 49 and 50:
will be examined in the four core s
Page 51 and 52:
Workforce Continuing Education Beyo
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expressed concerns that the fi gure
Page 55 and 56:
Goals MP2 encourages the effective
Page 57 and 58:
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
Page 75 and 76:
new economies that emerge from ICT
Page 77 and 78:
22% in 2002) and an estimated 15.3%
Page 79 and 80:
In 2009, the GRN also made efforts
Page 81 and 82:
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
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
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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
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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
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The Ministry of Education has devel
Page 113 and 114:
apple increasingly engaging various
Page 115 and 116:
Intranet to facilitate data interch
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Table 7: A Comparison of the Comput
Page 119 and 120:
Table 9: ICT Literacy and ICT Integ
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evenues could surpass USDone billio
Page 123 and 124:
the Development Coordination Unit.
Page 125 and 126:
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
Page 131 and 132:
Chapter 6 Case Study: Uruguay J. En
Page 133 and 134:
Abbreviations and Acronyms AGESIC A
Page 135 and 136:
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-
Page 141 and 142:
Table 4: Education levels in Urugua
Page 143 and 144:
Table 9: Indicators Related to Scho
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Policy Features Overview of ICT in
Page 147 and 148:
education policy, but placed itself
Page 149 and 150:
Implementation Framework What plans
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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
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The design of the evaluation consid
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initiatives were part of the pilot
Page 169 and 170:
Figure 17: Percentage of Children t
Page 171 and 172:
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
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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 and 230: Gerster, R. and Zimmerman, S. 2005.
Page 231 and 232: --. 2009. Measuring the Information
Page 233 and 234: Linden, L., Banerjee, A., and Dufl
Page 235: Miniwatts Marketing Group. 2009. Ur
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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