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Searching with a thematic focus on Digital development

Showing 1431-1440 of 1866 results

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• Document

  Deploying ICTs in schools: part 1: a framework for identifying and assessing technology options, their benefits, feasibility and total cost of ownership

  Global E-Schools and Communities Initiative, 2005

  This draft document is the first of a two part report on deploying Information Communication Technologies (ICTs) in schools. Part 1 introduces a framework for identifying the range of possible ICTs and making a selection informed by an assessment of the benefits and costs of the different options.
• Document

  Improving health, connecting people: the role of ICTs in the health sector of developing countries - a framework paper

  infoDev, 2006

  This paper, published by Information for Development (infodev), looks at information and communication technology (ICT) interventions in the health sector in developing countries. It argues that ICTs have enormous potential as tools to increase information flows, disseminate evidence-based knowledge, and empower citizens.
• Document

  DFID KaR Action Research on :Improving transparency, efficiency and effectiveness of pro-poor government services

  Knowledge and Research Programme on Disability and Healthcare Technology, DFID, 2006

  This report and toolkit focuses on how ICTs can improve the effectiveness of public service delivery to the poor and vulnerable.
• Document

  Race to the Bottom: corporate complicity in Chinese internet censorship

  Human Rights Watch, 2006

  This report documents how extensive corporate and private sector cooperation – including by some of the world’s major Internet companies – enables a system of internet censorship in China, popularly known as the Great Firewall.
• Document

  The enabling environment for mobile banking in Africa

  Bankable Frontier Associates, 2006

  This paper is based on the premise that mobile phones can offer a communications channel for initiating and executing on-line financial transactions.
• Document

  Girls’ education in Guinea under the microscope

  id21 Development Research Reporting Service, 2006

  Guinea has made steady progress in increasing primary school enrolment, especially of girls. Yet, schools are overcrowded and the quality of education is poor. Local communities must be key partners with national and international organisations if there is to be further progress in increasing girls’ participation.
• Document

  Creating more opportunities for young people using information and communications technology

  Curtain Consulting, 2003

  This document highlights several important considerations related to promoting opportunities to create employment for young people, using ICT. The first is the need to distinguish between self-employment and entrepreneurship as two separate activities requiring different skill sets and forms of support. Self-employment is the focus of most young people in the informal sector.
• Document

  Do literacy programmes for indigenous people ignore gender?

  id21 Development Research Reporting Service, 2006

  Adult education programmes developed for or by indigenous communities rarely address gender inequalities. Programmes often aim to promote indigenous people’s rights, including bringing together communities who are actually differentiated along lines of gender, class and age. Despite their commitment to adjusting unequal power relations, course designers rarely mention gender.
• Document

  The role of information in technology adoption under poverty

  World Institute for Development Economics Research (WIDER), 2005

  This paper studies the role of information exchange between adopters and others about new technologies introduced to rural farmers in developing countries and about each other’s likelihood of adoption.
• Document

  Literacy empowers women in Bihar

  id21 Development Research Reporting Service, 2006

  India’s Total Literacy Campaign (TLC) used a new system by making local administrators and community organisations – not central bureaucrats – responsible for implementation. What has been TLC’s lasting impact on the women who administered the programme, worked as volunteer teachers and were taught literacy and numeracy skills?

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