Tomorrow today; 2010 - unesdoc - Unesco

and implementation is based on an inclusive and participatory approachto optimize the chance of success and to enlist the commitment of stakeholdersin sustaining, replicating and scaling up the initiative. APCICTalso seeks to form collaborative partnerships with universities in theAsia-Pacific region, academic networks, professors and education policyleaders and officials who recognize the need for interdisciplinary educationto equip future leaders with knowledge of ICTD.Based on a review of existing coverage of ICTD in programmes andmajors that are related to either ICTs or socio-economic developmentin universities in the region, a new ICTD learning module foruniversity students will be developed to help bridge the knowledgegap between ICTs and how they can be used to achieve developmentgoals. Leading universities in selected countries of the region havebeen identified for initial research. Data gathering has taken place in91 universities in eight countries, which include Brunei, Cambodia,Indonesia, Lao People’s Democratic Republic, Malaysia, Philippines,Thailand and Viet Nam, as part of the first stage of a region-wideeffort to collect information on current ICTD coverage in universitycurricula and programmes.In addition to scanning university curricula for ICTD coverage, individualprofessors, university administrators and government officialswere asked to complete a survey on ICTD education in their countries.Results from these countries show that, while there are a number ofcourses and programmes that focus on or touch upon ICTs or socioeconomicdevelopment, specific coverage of ICTD itself is very limited.This is true for technical programmes such as computer science orelectrical engineering as well as those related to development, such asinternational relations, social sciences and public administration.Once research data from across the Asia-Pacific region has beencollected and analysed, the results will feed into development ofthe ICTD learning module for university students. Through advocacyto policymakers and decision makers and via partnerships withnational educational agencies and institutions, this project will seekto promote the addition of relevant ICTD topics to existing universityprogramme curricula while concurrently offering the actualcontent of the topics in the form of the ICTD learning module.For customizing content to fit the particular needs of universitystudents, this project will draw upon and reinforce other APCICTinitiatives in accordance with the Centre’s integrated approach.Integrated approach with other APCICT programmesAPCICT’s flagship Academy training programme with itscomprehen sive ICTD curriculum 7 and an expanding network ofpartners has been playing a key role in highlighting the importanceof ICT capacity-building. The eight stand-alone but closelyinterlinked modules of the Academy curriculum were developedto provide a holistic approach to ICTD. The Academy’s principaltarget group has been policymakers in national governments ofMember States, including ICT ministries/departments/agencies aswell as those of other sectors. Target groups of the Centre havealso included local government organizations, non-governmentalorganizations, training institutions, research entities, UN agencies,donor organizations and private companies.The Academy programme has already been launched in 17 countriesof the Asia-Pacific region, including many Countries with SpecialNeeds, 8 attesting to the quality and relevance of the programme.Afghanistan, Indonesia, Mongolia and the Philippines have adoptedthe programme in their national capacity-building frameworks, thusensuring delivery of long-term benefits and sustainability.APCICT’s experience with the Academy programme hashighlighted the need to similarly build the ICT capacityof students and youth, especially in developing countries.The Academy partners have expanded the utilization ofthe Academy curricula beyond government leaders andpolicymakers. In Kyrgyzstan, Mongolia and Indonesia, theAcademy programme has been introduced in classroomsfor undergraduate and graduate courses such as computerscience and pubic administration. The feedback gatheredto date from the students and resource staff of these pilotcases has confirmed the need to introduce ICTD educationin universities and has underlined the applicability of theAcademy programme in such efforts.The project on enhancing ICTD coverage in universitieswill also encourage distance learning and knowledgesharing through the AVA, the online, distance-learningversion of the Academy, which currently offers the eightICTD training modules of the Academy programme in theform of video and audio lectures and slide presentations.Furthermore, for advocacy and outreach, the project willutilize the e-Collaborative Hub, 9 APCICT’s online knowledgesharing platform, which enjoys global membershipand offers discussion forums and information resources ona range of topics relevant to ICTD. Participating universitieswill be able to make use of the e-Collaborative Hubto find relevant resources and experts on different topicsof ICTD, and as a platform to engage in discussions andcollaborate regionally and internationally on developinginnovative solutions using ICTs.Engaging the next generationYoung people constitute the task force of the future.Sensitizing the next generation on how ICTs can beused for socio-economic development is an importantstep towards engaging youth and increasing their levelof commitment to, and participation in, sustainabledevelopment.The Declaration of Principles and Plan of Action ofWSIS states: “Each person should have the opportunityto acquire the necessary skills and knowledge in order tounderstand, participate actively in, and benefit fully from,the information society and the knowledge economy.”The WSIS document also calls for capacity-buildingto ensure that, among other groups, young people areequipped with the knowledge and skills to use ICTs,including the capacity to analyse and treat informationin creative and innovative ways, share their expertise andparticipate fully in the information society.By helping equip the future workforce of developingcountries with the requisite knowledge and awarenessto leverage the potential of ICTs for furthering socioeconomicdevelopment, this project, along with otherAPCICT initiatives, works towards creating a more prosperousand equitable world. As a champion of the vastpotential of ICTD and its relevance to the core values ofeducation for sustainable development, APCICT seeksto promote human capacity-building that translates intoconcrete actions towards a people-centred, developmentorientedand inclusive information society.[ 156 ]