Download (PDF, 2.MB) - UNESCO Bangkok

More documents

Recommendations

Info

Solomon IslandsICT USE IN EDUCATIONPRELNational policies, strategiesand programmesThe Solomon Islands have been plagued by internal strife and unrestin the past few years. National governance and policy have beenfragmented and inconsistently implemented as a result. Developmentefforts have been hindered by ongoing ethnic tensions. Internationaldevelopment agencies, such as the UN and AusAid, have beeninvolved in efforts to resolve conflict and restore peace to the nation.
<strong>UNESCO</strong> Meta-survey on the Use of Technologies in EducationThere is currently no national ICT policy in place for theSolomon Islands for any sector, including education. Toaddress this, a workshop was held in February 2003,bringing together stakeholders to discuss the developmentof a national policy. People from the Solomon Islandsgovernment, non-governmental organizations (NGOs), theprivate sector, donor agencies and civil service organizationscame together and an ICT working group was formed as aresult. The workshop report contains details on the strategiesand plans mapped out at this meeting. 1A key body involved in the development efforts in theSolomon Islands is the People First Network (PFNet). Ithas spearheaded the most significant ICT effort in thecountry, an innovative e-mail–based communicationnetwork reaching rural areas of the islands. Initiated by theUnited Nations Development Programme/United NationsOffice for Project Services (UNDP/UNOPS) SolomonIslands Development Administration Planning Programme(SIDAPP), PFNet is part of the Rural Development Division(RDD) of the Ministry of Provincial Government and RuralDevelopment and has been operating since 2001. Thisinitiative is detailed in the following sections of this report.The Ministry of Education is currently operating under anEducation Strategic Plan that was put together for 2001–2004. This plan has not been implemented due to a lack offinancial resources. In an October 2003 strategic planningworkshop, the Permanent Secretary of the Ministry ofEducation, Dr. Derek Sikua, assured participants that theplan is being reviewed and continues to be supported bythe government and donors. Funding for education is slatedto come from the European Union and the New ZealandAid Program (NZAid). Bilateral donors such as the Republicof China and Japan are slated to continue supportingeducation efforts in the islands.Current level ofICT access and use“Applying Information and Communication Technology toEducation in Rural Solomon Islands,” co-authored by keyplayers in the Solomon Islands ICT and education efforts,provides recent and up-to-date information. 2 It is acomprehensive and detailed overview, containing in-depthanalysis and recommendations for future ICT planning.The report states that not many statistics are available onthe penetration of ICT in education in the Solomon Islandsand identifies the need for baseline data collection. A fewsecondary schools in urban areas have computer labs andcomputer-related courses. The use of computers in theseschools seems to be guided more by far-sightedadministrators rather than an informed strategy for use anddevelopment of technology in education. Only three schools(one an elite international school in Honiara) were identifiedas having computer access and related curriculum.The two institutes of higher education operating in theSolomon Islands are the University of South Pacific (USP)Centre and the Solomon Islands College of HigherEducation (SICHE). There are plans to open a USP campusin Honiara and the university has identified the need topromote ICT usage and education for its students. The USPCentre is linked to a satellite system that offers Internetlinks, videoconferencing and other facilities, though a lackof available PCs for students renders these resourcesunderutilised. SICHE currently has no computer lab and isin a challenging financial state since the economic collapsethat followed the ethnic conflict of the past few years.The greatest use of ICT for education has been in a distancelearning project between USP and a rural community school(see below).Major initiativesPFNet is a unique project that includes a systematicevaluation effort that provides insight into the successesand challenges of bringing ICT to the Solomon Islands. Theproject was a finalist in the Stockholm Challenge 2002 andwas entered in the InfoDev ICT Story Competition 2002,two competitions that seek out the most ingenious uses oftechnology for the development of human life. It isconsidered an exemplary effort to bring ICT to rural areasto empower, educate and provide access and informationto people.Conceived and implemented by the UNDP/UNOPS project,PFNet is maintained in partnership with SIDAPP and ispart of the RDD in the Ministry of Provincial Governmentand Rural Development. PFNet has been established as anon-profit organization.The PFNet project includes three main areas: theestablishment of remote e-mail stations creating a ruralcommunication network around the islands, a related pilotproject to provide distance learning courses to rural areasand an Internet cafe in Honiara.PFNet has set up a short wave (HF band) wireless e-mailsystem aimed at promoting equity and access to rural areasin the Solomon Islands. The system has successfullyconnected islanders in remote areas and provided economicopportunity. It has promoted communication betweendispersed families, increased access to health and educationresources and created the opportunity for rural islanders toconduct business and commerce with urban areas such asHoniara. The low cost to the end user of the system makesit more accessible to the average villager than radiotelephones, which are more commonly used in remotePacific islands. Research and evaluation conducted on the214
Page 2 and 3:
Meta-survey on the Use of Technolog
Page 5:
III. Country Reports 41Central and
Page 11 and 12:
Training being systematically imple
Page 13 and 14:
UNESCO Meta-survey on the Use of Te
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29:
Page 32 and 33:
An Overview of Developments and Tre
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Gender-based Issues and Trends in I
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
KazakhstanUzbekistanKyrgyzstanTurkm
Page 52 and 53:
AfghanistanICT USE IN EDUCATIONMr H
Page 54 and 55:
AfghanistanCentral and South West A
Page 56 and 57:
AfghanistanCentral and South West A
Page 58 and 59:
Central Asia:Kazakhstan, Kyrgyzstan
Page 60 and 61:
Central AsiaCentral and South West
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
IranICT USE IN EDUCATIONMr Tohid Sa
Page 70 and 71:
IranCentral and South West AsiaA pl
Page 72 and 73:
IranCentral and South West AsiaTher
Page 74 and 75:
PakistanICT USE IN EDUCATIONMr Hila
Page 76 and 77:
PakistanCentral and South West Asia
Page 78 and 79:
PakistanCentral and South West Asia
Page 80 and 81:
MongoliaDemocratic People’sRepubl
Page 82 and 83:
CambodiaICT USE IN EDUCATIONPRELNat
Page 84 and 85:
CambodiaEast and South-East AsiaVil
Page 86 and 87:
CambodiaEast and South-East AsiaUNI
Page 88 and 89:
ChinaICT USE IN EDUCATIONMs Chen Li
Page 90 and 91:
ChinaEast and South-East AsiaIn sum
Page 92 and 93:
ChinaEast and South-East AsiaUniver
Page 94 and 95:
Democratic People’s Republic ofKo
Page 96 and 97:
Democratic People’s Republic of K
Page 98 and 99:
IndonesiaICT USE IN EDUCATIONMs Tia
Page 100 and 101:
IndonesiaEast and South-East AsiaHi
Page 102 and 103:
IndonesiaEast and South-East AsiaIC
Page 104 and 105:
JapanICT USE IN EDUCATIONMs Aya Yos
Page 106 and 107:
JapanEast and South-East AsiaTable
Page 108 and 109:
JapanEast and South-East Asiaeffect
Page 110 and 111:
LaosPeople’s Democratic Republic
Page 112 and 113:
People’s Democratic Republic of L
Page 114 and 115:
People’s Democratic Republic of L
Page 116 and 117:
MalaysiaICT USE IN EDUCATIONMs Tian
Page 118 and 119:
MalaysiaEast and South-East Asiaeve
Page 120 and 121:
MongoliaICT USE IN EDUCATIONMr Sukh
Page 122 and 123:
MongoliaEast and South-East AsiaThe
Page 124 and 125:
MongoliaEast and South-East AsiaCis
Page 126 and 127:
MyanmarICT USE IN EDUCATIONPRELNati
Page 128 and 129:
MyanmarEast and South-East AsiaUNES
Page 130 and 131:
PhilippinesICT USE IN EDUCATIONMs T
Page 132 and 133:
PhilippinesEast and South-East Asia
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Republic ofKoreaICT USE IN EDUCATIO
Page 140 and 141:
Republic of KoreaEast and South-Eas
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
ThailandICT USE IN EDUCATIONMs Tian
Page 148 and 149:
ThailandEast and South-East AsiaTab
Page 150 and 151:
ThailandEast and South-East AsiaNOT
Page 152 and 153:
Viet NamICT USE IN EDUCATIONMs Tian
Page 154 and 155:
VietnamEast and South-East Asia12).
Page 156 and 157:
Timor LestePalauAustraliaMarshall I
Page 158 and 159:
AustraliaICT USE IN EDUCATIONMr Som
Page 160 and 161:
AustraliaPacific Island CountriesTa
Page 162 and 163:
AustraliaPacific Island CountriesTa
Page 164 and 165:
AustraliaPacific Island CountriesAd
Page 166 and 167:
Cook IslandsICT USE IN EDUCATIONMs
Page 168 and 169:
Cook IslandsPacific Island Countrie
Page 170 and 171:
Cook IslandsPacific Island Countrie
Page 172 and 173: FijiICT USE IN EDUCATIONMs Salaniet
Page 174 and 175: FijiPacific Island Countriesor “m
Page 176 and 177: FijiPacific Island CountriesYouthSm
Page 178 and 179: KiribatiICT USE IN EDUCATIONMs Ruby
Page 180 and 181: KiribatiPacific Island CountriesTar
Page 182 and 183: Marshall IslandsICT USE IN EDUCATIO
Page 184 and 185: Marshall IslandsPacific Island Coun
Page 186 and 187: Federated States ofMicronesiaICT US
Page 188 and 189: Federated States of MicronesiaPacif
Page 190 and 191: Federated States of MicronesiaPacif
Page 192 and 193: NauruICT USE IN EDUCATIONMs Ruby Va
Page 194 and 195: NauruPacific Island Countriesspeak
Page 196 and 197: New ZealandICT USE IN EDUCATIONMr T
Page 198 and 199: New ZealandPacific Island Countries
Page 200 and 201: New ZealandPacific Island Countries
Page 202 and 203: NiueICT USE IN EDUCATIONMs Ruby Vaa
Page 204 and 205: NiuePacific Island Countries“Y”
Page 206 and 207: PalauICT USE IN EDUCATIONMr Andrew
Page 208 and 209: PalauPacific Island CountriesUnder
Page 210 and 211: PalauPacific Island CountriesBandwi
Page 212 and 213: Papua New GuineaICT USE IN EDUCATIO
Page 214 and 215: Papua New GuineaPacific Island Coun
Page 216 and 217: SamoaICT USE IN EDUCATIONMs Ruby Va
Page 218 and 219: SamoaPacific Island Countriesincrea
Page 220 and 221: SamoaPacific Island Countriesschool
Page 224 and 225: Solomon IslandsPacific Island Count
Page 226 and 227: Democratic Republic ofTimor - Leste
Page 228 and 229: Timor-LestePacific Island Countries
Page 230 and 231: TongaICT USE IN EDUCATIONMs Ruby Va
Page 232 and 233: TongaPacific Island CountriesTable
Page 234 and 235: TuvaluICT USE IN EDUCATIONMs Ruby V
Page 236 and 237: TuvaluPacific Island CountriesFax c
Page 238 and 239: VanuatuICT USE IN EDUCATIONMs Ruby
Page 240 and 241: VanuatuPacific Island Countriesmuch
Page 242 and 243: MaldivesIndiaSri LankaNepalBhutanBa
Page 244 and 245: BangladeshICT USE IN EDUCATIONMs Us
Page 246 and 247: BangladeshSouth AsiaNearly 50,000 B
Page 248 and 249: BangladeshSouth Asiaschools having
Page 250 and 251: BhutanICT USE IN EDUCATIONMs Usha V
Page 252 and 253: BhutanSouth AsiaBuilding a Networke
Page 254 and 255: IndiaICT USE IN EDUCATIONMs Usha Vy
Page 256 and 257: IndiaSouth Asiapenetration of 100 p
Page 258 and 259: IndiaSouth AsiaNGO initiatives incl
Page 260 and 261: IndiaSouth AsiaProjectpartnersObjec
Page 262 and 263: MaldivesICT USE IN EDUCATIONMs Usha
Page 264 and 265: MaldivesSouth Asiaper thousand popu
Page 266 and 267: NepalICT USE IN EDUCATIONMs Usha Vy
Page 268 and 269: NepalSouth Asiadevelopment and capa
Page 270 and 271: Sri LankaICT USE IN EDUCATIONMs Ush
Page 272 and 273:
Sri LankaSouth AsiaMahaweli Communi
Page 274 and 275:
Integrating Information and Communi
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
show all

Download (PDF, 2.MB) - UNESCO Bangkok

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?