Table Of ContentHarleen Kaur · Xiaohui Tao Editors
ICTs and the
Millennium
Development
Goals
A United Nations Perspective
ICTs and the Millennium Development Goals
Harleen Kaur (cid:129) Xiaohui Tao
Editors
ICTs and the Millennium
Development Goals
A United Nations Perspective
Editors
Harleen Kaur Xiaohui Tao
Department of Computer Science Department of Mathematics and Computing
Hamdard University The University of Southern Queensland
New Delhi , India Toowoomba , QLD , Australia
ISBN 978-1-4899-7438-9 ISBN 978-1-4899-7439-6 (eBook)
DOI 10.1007/978-1-4899-7439-6
Springer New York Heidelberg Dordrecht London
Library of Congress Control Number: 2014936607
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Foreword
This book comes with a sense of urgency. As 2015 approaches, our efforts to assess
progress, and stagnation as well, towards the Millennium Development Goals
increase and yet we do not seem to be able to provide answers just in time to pro-
mote the courses of action that would lead to success. When, as it happens with this
book, the common thread is technology, accounting not only for its added value to
development but also for the “what works” issue in making it happen seems to be an
impossible task. Yet, this is what this book attempts to do.
A s a matter of fact, in the policy discussions about the contribution of technology
to development we are still lacking the evidence that would help us to navigate
beyond exacerbated pessimism and evangelism. Many voices remind us that tech-
nology evolves at a pace that makes extremely diffi cult for those countries or groups
lagging behind to reach that comfort level that would dramatically increase life
chances and also maximize opportunities for economic and social development.
Other voices in technology see just the contrary: a window of opportunity that could
translate into leapfrogging and remind us that, if access is easy, even lay people can
make technology appropriations that were not foreseen. Moreover, the effects of
technology use, as many chapters in this book show, usually go beyond what could
have been reasonably expected or planned and unforeseen benefi ts, as well as dam-
ages, emerge here and there.
W hen it comes to the contribution of technology to development, where are we?
The right way to address this multi-faceted issue is to expose the existing evidence,
both about processes and outcomes, to promote informed decision making—as this
boo tries to do. Needless to say, a pending question is that whether the resulting
knowledge can be of any practical value for those who have to take decisions involv-
ing technology in search of social and economic development, be that at interna-
tional, local or institutional level. Quite often decision makers feel that they are left
in the dark in this domain, and the absence of well-supported evidence may easily
turn in unavoidable risks such as the imperative to follow what others are doing or
to embrace technology-based solutions without a clear understanding of the needs
v
vi Foreword
to address or the opportunities to tackle. Some evidence might be already there but
decision makers, particularly in developing contexts, have to have access to it in a
way that becomes signifi cant for them.
There is an urgent need for increasing our efforts in capacity development in this
area. Compiling what specialists know and making an effort to twist expert knowl-
edge into practical recommendations is the fi rst step to strengthen our capacity to
deal with a very complex issue. This is the mandate of this book, and I can certainly
certify that the editors have done an excellent job at managing very diverse contri-
butions, both geographically and thematically, intended to enhance our knowledge
base about what works and why. Certainly this is not an easy task, but the reader will
soon realize that this book excels at addressing that sense of urgency that comes
with the Millennium Development Goals: we can make development happen and
there is substantial evidence telling how technology can help.
Paris, France Francesc Pedró
Chief, Education Policies
UNESCO Education Sector
Pref ace
Today, we live in a world characterized by dramatic cultural, economic, social and
educational differences. More than 800 million adults still lack basic literacy skills;
at the other end of the spectrum, the use of Information and Communication
Technologies (ICT) is skyrocketing. The need of the hour is to bridge gaps and
bring people on one common platform.
In September 2000, building upon a decade of major United Nations conferences
and summits, world leaders came together at United Nations Headquarters in New
York to adopt the United Nations Millennium Declaration, committing their nations
to a new global partnership to reduce extreme poverty and setting out a series of
time-bound targets—with a deadline of 2015—that have become known as the
Millennium Development Goals (MDGs).
A massive development is needed to push forward the developing world and
spark greater interaction and discussion between countries and bridge the divide
that currently exists on the continent. ICT can greatly speed up the ability of
response and reforms in the world. In fact, ICT could very well be the great unifi er
that brings governments and people together.
T he modern mechanisms of communications including electronic media and
the Internet can transform relations with citizens, businesses, visitors and the gov-
ernments. The installing of Wi-Fi in Haiti following the earthquake helped speed
up response from months to days. Various studies have shown that access to
mobile phones has allowed for wider awareness of violence against children in
several countries.
B ut if there is one thing that we have learned over the past years, it is that tech-
nology alone does not make the difference, but rather the people who own it and
apply it do. The broad-range ICTs that are available, whether it is email, the Internet,
a mobile telephone, or community radio, enable people to access information and to
communicate, allowing them to make more informed decisions and connect with
vii
viii Preface
others. But it is what people do with the opportunities created by ICTs that lead to
greater social economic and environmentally sound development.
T he book attempts to create awareness about the UN-MDGs and how various
ICTs can be harnessed to appeal to different demographics. Current empirical evi-
dence suggests that MDG awareness is relatively low particularly in developed
countries, and that the levels of MDG awareness vary considerable across socio-
economic variables or demographics from United Nations perspective.
We also examine how ICT can be used to bring about technical and social inno-
vations that strengthen livelihoods, support economic development, water and cli-
mate resilience and improve the education and health sectors and enhance
development opportunities.
Several studies are highlighted that reinforce the view that government support
and private sector expertise and funding are important factors in ICT-based
e- government solutions in developing countries.
The book also builds on the thesis that a strong connection between competen-
cies in mathematics, science, and information communication/technology is
required to build logical concepts and critical thinking skills. It also examines the
opportunities and barriers of promoting students’ learning skills, including com-
munication, cooperation, collaboration and connection using the Wiki tool under
the blackboard platform.
ICT use is often beyond the reach of many school communities in developing
countries. While supporting these developing countries through donations of tech-
nology is a start, there is an equal if not a greater need to build teacher capacity so
that the resources are effective in classrooms. The book also throws light on the
Share, Engage and Educate (SEE) and how it is creating educational opportunities
for learners in developing countries using ICT.
F inally, we have also attempted to highlight the challenges involved in applica-
tion of ICT in education. This is signifi cant for educators in order to surmount these
obstacles and consequently successfully incorporate ICT into the educational
system.
The chapters present the relevant literature on ICTs and the perceived barriers to
ICT integration in basic education. They also focus on the implications of incorpo-
rating ICT in the basic educational system. The challenges confronting the integra-
tion of ICT in education are equally identifi ed with a view to ensuring a more
effi cient application of ICT in attaining education for all.
The book is designed for the use of UN offi cials, students, teachers and lecturers
in universities. It provides a brief overview of some of the key topics in the fi eld of
Information and Communication Technology (ICT) in education. As you read this
book, you will come to understand that ICT is required to meet MDGs. To date,
relatively little of this potential has been achieved. Though the MDGs are laudable
ambitions, a number of questions remain as to how technology can be used as an
enabler, and whether it can serve broader socio-economic development goals. This
Preface ix
book reviews and comments on the challenges and opportunities facing developing
countries as they embrace the ICT revolution.
W e also take the opportunity to thank all the people who helped to make the book
a reality. In particular, we would like to express our gratitude to the Advisory
Editorial Board.
We hope you enjoy the book.
New Delhi, India Harleen Kaur
Toowoomba, QLD, Australia Xiaohui Tao
