broadband strategies handbook.pdf - Khazar University

346Table B.4 Policies and Procedures for UsersSector andprogramProvidelow-cost userdevices ineducationDevelopdigital literacyprograms forcitizensAddresscontent andsecurityconcernsSupply anddemandimpacts Description ExampleSupply: accessdeviceDemand:affordability,awarenessDemand:awarenessDemand:securityThe spread of low-cost computers in schoolstypically includes an ecosystem for operating andmaintaining the devices, which often involvesproviding broadband access in schools in order todownload software and support the Wi-Ficapability of the devices. The provision of low-costeducational computers also develops ICT skills atan early age, helping to create demand forbroadband.To raise public awareness of the benefits ofbroadband services and promote their use,governments should provide training on how touse computers and the Internet. This training cancontribute to the rapid and widespread penetrationof broadband. In the short run, such traininggenerates demand. It can also be a step towarduniversal service when the program targetsunderserved groups. ICT training for children andstudents can change their learning behavior andinterests and, by extension, alter their parents’views of ICT and broadband.Many users are leery of broadband Internetaccess because of objectionable content andsecurity concerns. These concerns can bealleviated through programs that educate usersabout perceived risks, child online protection, andhow to use the Internet safely.Uruguay has supplied Wi-Fi–enabled laptops to allprimary school children (Brechner 2009). One ofthe goals of the Uruguayan plan was to boostoverall household computer ownership byleveraging the students taking the laptops homeafter school. This has resulted in 220,000 newhomes with computers, including 110,000 in thelowest-income families.In Colombia, the Compartel Program within theMinistry of ICT devoted around Col$153 billion(US$84 million) in 2009 for teaching free computerliteracy courses at some 1,670 Internet centersaround the country. The courses taught around200,000 people about basic computer tools,Internet navigation, e-mail, search engines, chat,and ICT applications. In addition, teachers usevirtual training and video conferencing at thecenters to offer courses in other subjects. Thecenters are often located in educational institutionswith access provided to the local communityfor training during nonschool hours. aThe regulator in Qatar has created a site forchildren, teenagers, teachers, and parentsproviding tips for safe online surfing. b