capacity building

In an effort to measure and bridge the digital divide, several different types of indicators have been developed to measure the readiness of a country to adopt information and communication technology (ICT). Many of these indicators measure the extent to which the technology has been adopted within the target population. While some indicators recognize the importance of computer skills and e-literacy, there has been minimal effort to develop a multi-factor set of indicators to measure ICT human resource capacity.

This report focus on five issues: (1) the extent to which the development of technological capabilities is occurring in LDCs through international market linkages; (2) the way in which science, technology and innovation (STI) issues are currently treated within LDCs, particularly in the Poverty Reduction Strategy Papers; (3) current controversies about how stringent intellectual property right regimes affect technological development processes in LDCs and policy options for improving their learning environment; (4) the extent of loss of skilled human resources through emigration and policy

The objective of Bhutan ICT HRD Master Plan and Strategies (BIHMPS) is to enable Bhutan to become a knowledge-based information society. The master plan, intended to be relevant for a period of five years, has been developed using a consultative approach with stakeholders taking into account the specific context and needs of the country. This master plan document is divided into five chapters. Chapter 1 presents a brief background on Bhutan. Chapter 2 focuses on the key developments and initiatives in the field of ICT in Bhutan.

The paper explores ways to improve information capacity building activities in developing countries. Focusing on the capacity building process, it presents some principles and key questions for actors in this area. The paper argues that capacity ‘building’ efforts should be organized around partnerships where mutually beneficial relationships are fostered and capacities are mobilized and shared.

This paper seeks to examine more closely the roles that young professionals play in knowledge networks; determine what their contributions are; determine what they gain from the network experience; uncover obstacles to their work; and make recommendations to strengthen their participation.

This paper describes what Papua New Guinea has done to invest in infrastructure and its ICT human resources.

This report examines the evolving Asian ICT environment using a comparative framework. It undertakes an audit of the ICT initiatives in Malaysia, Philippines, Thailand and Viet Nam. Data collection involved in this report has been supplemented by interviews with senior policy leaders and executives from key government and research agencies.

Indonesia has some basic policies regarding the Information Technology. This article describes Indonesian national IT Policy and the IT trends. It also looks at human resources development as one important field in the development of the IT industry in Indonesia and the enhancement of its international competitiveness.

The study begins by exploring the terms IT and ICT. This is followed by a human resources approach to ICT, based on the assumption that a programme for ICT education should be structured according to a desired level of ICT proficiency. Swedish government policies that have created the conditions for Sweden’s competency in the ICT sector are reviewed, followed by a thorough analysis of education and training in Sweden. The sections on Sri Lanka and Tanzania follow a similar logic though they are more geared to concrete policy recommendations appearing at the end of those chapters.

This report explores the challenges to education and training systems that the knowledge economy presents. It outlines policy options for addressing these challenges and developing viable systems of lifelong learning in developing countries and countries with transition economies. It encourages countries to look beyond traditional approaches to education and training and to engage in a policy dialogue on the pedagogical and economic consequence of lifelong learning.