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viii, 143 p. : 23 cm

The use of information and communication technology is very beneficial in the education sector because it can enhance the quality of education. However, the implementation of ICT in the education sector of developed and developing countries is a challenging task. This paper explains the comparative study of ICT issues in the education sector of developed and developing countries. In particular, we compare issues between Pakistan and high-tech countries. Our study reveals the fact that the education sector is facing numerous ICT problems that are based on culture, finance, management, infrastructure, lack of training, lack of equipment, teacher’s refusal, and ethical issues. At the end of this paper, various issues faced by the implementation of ICT in the education sector of Pakistan have been categorized into various types, namely, infrastructure, lack of IT professionals, lack of high-speed internet and equipment. Our research is based on five key research questions related to ICT issues. We used a mixed approach where the results of this study can be used as a set of guidelines to help make the learning environment technology-oriented, fast, planned, and productive. Future directions are also given at the end of this paper.

Includes bibliographical references (leaf 11)

This report describes a methodology which evolved during investigations of the contributions to industrial development of science and technology institutions in Malaysia, Nigeria, and Colombia. Assessments of technical capabilities, of potential impact of science and education, and of appropriateness of technological approaches must be highly subjective. While some information may be available concerning program budgets, orientation, effectiveness, and impact, reliable data for quantifying such indicators of science and technology activities are frequently unavailable in developing countries. When such data are available, they can be helpful, but the important qualitative aspects of science and technology remain in the realm of subjective judgements. The investigations in the three countries were limited in depth and duration. Less than three weeks was spent by a team of specialists in each country, and for each country the preparatory work, data analysis, and report preparation involved only several additional months of effort.

This report describes a methodology which evolved during investigations of the contributions to industrial development of science and technology institutions in Malaysia, Nigeria, and Colombia. Assessments of technical capabilities, of potential impact of science and education, and of appropriateness of technological approaches must be highly subjective. While some information may be available concerning program budgets, orientation, effectiveness, and impact, reliable data for quantifying such indicators of science and technology activities are frequently unavailable in developing countries. When such data are available, they can be helpful, but the important qualitative aspects of science and technology remain in the realm of subjective judgements. The investigations in the three countries were limited in depth and duration. Less than three weeks was spent by a team of specialists in each country, and for each country the preparatory work, data analysis, and report preparation involved only several additional months of effort.

This paper critically analyzes the interrelationships among information technology, the curriculum process, student exposure to information technology, and the role of the teacher in developing countries and in the developed world. The paper provides highlights about the tremendous amounts of information readily available in, and accessible through, computer networks around the world (e.g., the Internet). Students' exposure to information technology and computer networks varies, ranging from little or none in developing countries (e.g., Tanzania) to everyday use in most parts of developed countries (e.g., the United States). However, the education industry appears to be globally lagging behind in utilizing information technology to enrich school learning. North American teachers are urged to take the lead as facilitators of structures for synthesizing the information students access and gearing it toward a higher quality of learning. The paper discusses the changed role of North American teachers, and it draws implications for classroom practices and teacher qualities. Finally, it suggests a collaboration between teachers in the developed world and the developing world to reduce the ever-widening gap with regard to information technology. (SM)

This paper critically analyzes the interrelationships among information technology, the curriculum process, student exposure to information technology, and the role of the teacher in developing countries and in the developed world. The paper provides highlights about the tremendous amounts of information readily available in, and accessible through, computer networks around the world (e.g., the Internet). Students' exposure to information technology and computer networks varies, ranging from little or none in developing countries (e.g., Tanzania) to everyday use in most parts of developed countries (e.g., the United States). However, the education industry appears to be globally lagging behind in utilizing information technology to enrich school learning. North American teachers are urged to take the lead as facilitators of structures for synthesizing the information students access and gearing it toward a higher quality of learning. The paper discusses the changed role of North American teachers, and it draws implications for classroom practices and teacher qualities. Finally, it suggests a collaboration between teachers in the developed world and the developing world to reduce the ever-widening gap with regard to information technology. (SM)

Presented is a case study of a college program focused upon the application of science and technology to development in less developed countries. The activities described are those of the University of Hawaii's College of Tropical Agriculture. This program's history, components, problems, and future prospects are discussed in an attempt to learn effective approaches that the United States can follow in offering technical assistance to developing nations. (WB)

Presented is a case study of a college program focused upon the application of science and technology to development in less developed countries. The activities described are those of the University of Hawaii's College of Tropical Agriculture. This program's history, components, problems, and future prospects are discussed in an attempt to learn effective approaches that the United States can follow in offering technical assistance to developing nations. (WB)

Presented is a case study of a college program focused upon the application of science and technology to development in less developed countries. The activities described are those of the University of Hawaii's College of Tropical Agriculture. This program's history, components, problems, and future prospects are discussed in an attempt to learn effective approaches that the United States can follow in offering technical assistance to developing nations. (WB)

Presented is a case study of a college program focused upon the application of science and technology to development in less developed countries. The activities described are those of the University of Hawaii's College of Tropical Agriculture. This program's history, components, problems, and future prospects are discussed in an attempt to learn effective approaches that the United States can follow in offering technical assistance to developing nations. (WB)

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This report from an ad hoc advisory panel of the Board of Science and Technology for International Development attempts to provide an argument for the importance of systematic scientific and technical information transfer within the framework of the total technical assistance effort. It stresses the need for substantially greater activity and a higher level of priority in providing assistance in this field. Technical assistance addressed to this problem should aim at building and strengthening the "information infrastructure" of developing nations, to create viable information systems that are responsive to changing needs and which can continue to function effectively after the Agency for International Development (AID) assistance to these nations has ceased. The panel recommended 14 suitable action projects. These are presented in summary form. (Author/CP)

This report from an ad hoc advisory panel of the Board of Science and Technology for International Development attempts to provide an argument for the importance of systematic scientific and technical information transfer within the framework of the total technical assistance effort. It stresses the need for substantially greater activity and a higher level of priority in providing assistance in this field. Technical assistance addressed to this problem should aim at building and strengthening the "information infrastructure" of developing nations, to create viable information systems that are responsive to changing needs and which can continue to function effectively after the Agency for International Development (AID) assistance to these nations has ceased. The panel recommended 14 suitable action projects. These are presented in summary form. (Author/CP)

This report from an ad hoc advisory panel of the Board of Science and Technology for International Development attempts to provide an argument for the importance of systematic scientific and technical information transfer within the framework of the total technical assistance effort. It stresses the need for substantially greater activity and a higher level of priority in providing assistance in this field. Technical assistance addressed to this problem should aim at building and strengthening the "information infrastructure" of developing nations, to create viable information systems that are responsive to changing needs and which can continue to function effectively after the Agency for International Development (AID) assistance to these nations has ceased. The panel recommended 14 suitable action projects. These are presented in summary form. (Author/CP)

The International Conference on Informatics and Industrial Development, held in Dublin from 9 to 13 March 1981, was the first international meeting on this subject and had the great merit of raising a series of issues concerning both the applications of informatics to industry and the development of the informatics industry itself. The need for further in-depth research was also stressed. The keynote of the debates concerned the effective transfer of technology to developing countries as an important element in the whole development process, considering all the relevant aspects and showing to the organizations involved the importance of this issue and the need to emphasized and expand their activities of assistance to developing countries. The conference dealt with subjects of great importance to developing countries and will surely constitute one of the main contributions to the preparatory work of the IBI SPIN II Conference on Strategies and Policies for Informatics.

The International Conference on Informatics and Industrial Development, held in Dublin from 9 to 13 March 1981, was the first international meeting on this subject and had the great merit of raising a series of issues concerning both the applications of informatics to industry and the development of the informatics industry itself. The need for further in-depth research was also stressed. The keynote of the debates concerned the effective transfer of technology to developing countries as an important element in the whole development process, considering all the relevant aspects and showing to the organizations involved the importance of this issue and the need to emphasized and expand their activities of assistance to developing countries. The conference dealt with subjects of great importance to developing countries and will surely constitute one of the main contributions to the preparatory work of the IBI SPIN II Conference on Strategies and Policies for Informatics.

International collaboration is replacing other models as the preferred method of building scientific capacity in developing countries and it appears to be producing results. Researchers from scientifically advanced countries collaborating with developing country counterparts report that these activities are building international-level scientific capacity in those countries. Indicators show that the amount of collaborative research between advanced and developing country scientists is rising. The number of scientific papers published between scientists from these countries has been rising as well. International scientific collaboration-where scientists work with their counterparts in other countries towards a common research goal-is growing as a percentage of all scientific activity. Researchers from developing countries are taking part in and benefiting from this activity. International collaboration takes a number of forms, including sharing of research data, joint experimentation, conferences and other meetings, building of databases, standards-setting, and equipment sharing. A research problem that spans the globe, such as global climate change or infectious disease control, can be one of the primary motivating forces behind international collaboration, followed by the location of specific resources, unique expertise, and the location of large-scale equipment.

International collaboration is replacing other models as the preferred method of building scientific capacity in developing countries and it appears to be producing results. Researchers from scientifically advanced countries collaborating with developing country counterparts report that these activities are building international-level scientific capacity in those countries. Indicators show that the amount of collaborative research between advanced and developing country scientists is rising. The number of scientific papers published between scientists from these countries has been rising as well. International scientific collaboration-where scientists work with their counterparts in other countries towards a common research goal-is growing as a percentage of all scientific activity. Researchers from developing countries are taking part in and benefiting from this activity. International collaboration takes a number of forms, including sharing of research data, joint experimentation, conferences and other meetings, building of databases, standards-setting, and equipment sharing. A research problem that spans the globe, such as global climate change or infectious disease control, can be one of the primary motivating forces behind international collaboration, followed by the location of specific resources, unique expertise, and the location of large-scale equipment.

A survey, presented in looseleaf handbook format, reviews a number of ideas about educational development, technology, change, and the improvement of learning. Its primary focus is on the situation in developing countries. The materials presented are largely descriptive--going from theory to planning, and then on to case studies of educational technology in action today. The case studies are of El Salvador, Niger, American Samoa, and more briefly Mexico, Colombia, and Singapore. The results of El Salvador's experience in educational reform using instructional technology are the basis of some projected cost estimates. Sources of information and assistance on educational technology in many countries are listed, and an annotated bibliography of books and periodicals is also provided. (JY)

A survey, presented in looseleaf handbook format, reviews a number of ideas about educational development, technology, change, and the improvement of learning. Its primary focus is on the situation in developing countries. The materials presented are largely descriptive--going from theory to planning, and then on to case studies of educational technology in action today. The case studies are of El Salvador, Niger, American Samoa, and more briefly Mexico, Colombia, and Singapore. The results of El Salvador's experience in educational reform using instructional technology are the basis of some projected cost estimates. Sources of information and assistance on educational technology in many countries are listed, and an annotated bibliography of books and periodicals is also provided. (JY)

This handbook, developed for training Peace Corps volunteers, reviews the basic principles that underlie sound grazing land management and indicates the application of these principles for livestock production in the tropics and subtropics. The handbook is made up of three technical series bulletins. The first bulletin covers management of rangelands and other grazing lands of the tropics and subtropics for support of livestock production. Topics included in this section are land use and livestock, the natural resources base of permanent grasslands, coping with restraints affecting forage production, the elements of productive grassland management, measuring productivity of rangelands and other permanent grasslands, and estimating feed requirements of ruminant livestock in tropical and subtropical regions. The second bulletin explains how to grow "Leucaena leucocephala," a plant that can be used for livestock feed, among a multitude of other uses. The final bulletin discusses combined crop/livestock farming systems for developing countries of the tropics and subtropics and offers suggestions for improving the profitability of such systems. Materials in the handbook are illustrated with line drawings and photographs. (KC)

This handbook, developed for training Peace Corps volunteers, reviews the basic principles that underlie sound grazing land management and indicates the application of these principles for livestock production in the tropics and subtropics. The handbook is made up of three technical series bulletins. The first bulletin covers management of rangelands and other grazing lands of the tropics and subtropics for support of livestock production. Topics included in this section are land use and livestock, the natural resources base of permanent grasslands, coping with restraints affecting forage production, the elements of productive grassland management, measuring productivity of rangelands and other permanent grasslands, and estimating feed requirements of ruminant livestock in tropical and subtropical regions. The second bulletin explains how to grow "Leucaena leucocephala," a plant that can be used for livestock feed, among a multitude of other uses. The final bulletin discusses combined crop/livestock farming systems for developing countries of the tropics and subtropics and offers suggestions for improving the profitability of such systems. Materials in the handbook are illustrated with line drawings and photographs. (KC)

This handbook, developed for training Peace Corps volunteers, reviews the basic principles that underlie sound grazing land management and indicates the application of these principles for livestock production in the tropics and subtropics. The handbook is made up of three technical series bulletins. The first bulletin covers management of rangelands and other grazing lands of the tropics and subtropics for support of livestock production. Topics included in this section are land use and livestock, the natural resources base of permanent grasslands, coping with restraints affecting forage production, the elements of productive grassland management, measuring productivity of rangelands and other permanent grasslands, and estimating feed requirements of ruminant livestock in tropical and subtropical regions. The second bulletin explains how to grow "Leucaena leucocephala," a plant that can be used for livestock feed, among a multitude of other uses. The final bulletin discusses combined crop/livestock farming systems for developing countries of the tropics and subtropics and offers suggestions for improving the profitability of such systems. Materials in the handbook are illustrated with line drawings and photographs. (KC)

This handbook, developed for training Peace Corps volunteers, reviews the basic principles that underlie sound grazing land management and indicates the application of these principles for livestock production in the tropics and subtropics. The handbook is made up of three technical series bulletins. The first bulletin covers management of rangelands and other grazing lands of the tropics and subtropics for support of livestock production. Topics included in this section are land use and livestock, the natural resources base of permanent grasslands, coping with restraints affecting forage production, the elements of productive grassland management, measuring productivity of rangelands and other permanent grasslands, and estimating feed requirements of ruminant livestock in tropical and subtropical regions. The second bulletin explains how to grow "Leucaena leucocephala," a plant that can be used for livestock feed, among a multitude of other uses. The final bulletin discusses combined crop/livestock farming systems for developing countries of the tropics and subtropics and offers suggestions for improving the profitability of such systems. Materials in the handbook are illustrated with line drawings and photographs. (KC)

This handbook, developed for training Peace Corps volunteers, reviews the basic principles that underlie sound grazing land management and indicates the application of these principles for livestock production in the tropics and subtropics. The handbook is made up of three technical series bulletins. The first bulletin covers management of rangelands and other grazing lands of the tropics and subtropics for support of livestock production. Topics included in this section are land use and livestock, the natural resources base of permanent grasslands, coping with restraints affecting forage production, the elements of productive grassland management, measuring productivity of rangelands and other permanent grasslands, and estimating feed requirements of ruminant livestock in tropical and subtropical regions. The second bulletin explains how to grow "Leucaena leucocephala," a plant that can be used for livestock feed, among a multitude of other uses. The final bulletin discusses combined crop/livestock farming systems for developing countries of the tropics and subtropics and offers suggestions for improving the profitability of such systems. Materials in the handbook are illustrated with line drawings and photographs. (KC)

Science and Technology have been widely recognized as the most important potent tools for socio-economic development. This paper begins with a brief critical and evaluative review of the status of science and technology education in developing countries in Africa. The conceptual framework and the major features of a functional and qualitative technology education that should be emphasized by developing countries for the effective implementation of their policies on science and technology are discussed. Nigeria is used as an example to critically analyze various barriers to functional and qualitative education that have made the implementation of the science and technology policies and the realization of their objectives rather elusive. The paper also highlights some important strategies by which these barriers could be removed so that technology education could fulfill the expected role of enhancing the right kind of technological development that could transform the developing countries from non-pioneer to pioneer technology countries. Contains 21 references. (JRH)

IN THE FIRST PART OF THE DOCUMENT, RESULTS OF GROUP DISCUSSIONS ON THE USE OF PROGRAMED INSTRUCTION (PI) AND TEACHING MACHINES IN DEVELOPING COUNTRIES ARE SUMMARIZED, EMPHASIZING (1) PROBLEMS OF DEVELOPING NATIONS, (2) QUESTIONS ON PI METHODS AND MATERIALS, AND (3) STRATEGIES FOR THE INTRODUCTION OF PI. THE SECOND PART OF THE DOCUMENT IS AN ESSAY DISCUSSING VARIOUS FORMS OF PI, INCLUDING INSTRUCTIONAL TELEVISION, LANGUAGE LABORATORIES, FILMS, AND TEACHING MACHINES. THIS IS A REPRINT FROM PROGRAMMIERTER UNTERRICHT UND LEHRMASCHINEN, FINAL REPORT OF THE 1963 INTERNATIONAL CONFERENCE OF PROGRAMED INSTRUCTION, BERLIN, PAEDAGOGISCHE ARBEITSTELLE, 1964. (MS)

IN THE FIRST PART OF THE DOCUMENT, RESULTS OF GROUP DISCUSSIONS ON THE USE OF PROGRAMED INSTRUCTION (PI) AND TEACHING MACHINES IN DEVELOPING COUNTRIES ARE SUMMARIZED, EMPHASIZING (1) PROBLEMS OF DEVELOPING NATIONS, (2) QUESTIONS ON PI METHODS AND MATERIALS, AND (3) STRATEGIES FOR THE INTRODUCTION OF PI. THE SECOND PART OF THE DOCUMENT IS AN ESSAY DISCUSSING VARIOUS FORMS OF PI, INCLUDING INSTRUCTIONAL TELEVISION, LANGUAGE LABORATORIES, FILMS, AND TEACHING MACHINES. THIS IS A REPRINT FROM PROGRAMMIERTER UNTERRICHT UND LEHRMASCHINEN, FINAL REPORT OF THE 1963 INTERNATIONAL CONFERENCE OF PROGRAMED INSTRUCTION, BERLIN, PAEDAGOGISCHE ARBEITSTELLE, 1964. (MS)

IN THE FIRST PART OF THE DOCUMENT, RESULTS OF GROUP DISCUSSIONS ON THE USE OF PROGRAMED INSTRUCTION (PI) AND TEACHING MACHINES IN DEVELOPING COUNTRIES ARE SUMMARIZED, EMPHASIZING (1) PROBLEMS OF DEVELOPING NATIONS, (2) QUESTIONS ON PI METHODS AND MATERIALS, AND (3) STRATEGIES FOR THE INTRODUCTION OF PI. THE SECOND PART OF THE DOCUMENT IS AN ESSAY DISCUSSING VARIOUS FORMS OF PI, INCLUDING INSTRUCTIONAL TELEVISION, LANGUAGE LABORATORIES, FILMS, AND TEACHING MACHINES. THIS IS A REPRINT FROM PROGRAMMIERTER UNTERRICHT UND LEHRMASCHINEN, FINAL REPORT OF THE 1963 INTERNATIONAL CONFERENCE OF PROGRAMED INSTRUCTION, BERLIN, PAEDAGOGISCHE ARBEITSTELLE, 1964. (MS)

IN THE FIRST PART OF THE DOCUMENT, RESULTS OF GROUP DISCUSSIONS ON THE USE OF PROGRAMED INSTRUCTION (PI) AND TEACHING MACHINES IN DEVELOPING COUNTRIES ARE SUMMARIZED, EMPHASIZING (1) PROBLEMS OF DEVELOPING NATIONS, (2) QUESTIONS ON PI METHODS AND MATERIALS, AND (3) STRATEGIES FOR THE INTRODUCTION OF PI. THE SECOND PART OF THE DOCUMENT IS AN ESSAY DISCUSSING VARIOUS FORMS OF PI, INCLUDING INSTRUCTIONAL TELEVISION, LANGUAGE LABORATORIES, FILMS, AND TEACHING MACHINES. THIS IS A REPRINT FROM PROGRAMMIERTER UNTERRICHT UND LEHRMASCHINEN, FINAL REPORT OF THE 1963 INTERNATIONAL CONFERENCE OF PROGRAMED INSTRUCTION, BERLIN, PAEDAGOGISCHE ARBEITSTELLE, 1964. (MS)

IN THE FIRST PART OF THE DOCUMENT, RESULTS OF GROUP DISCUSSIONS ON THE USE OF PROGRAMED INSTRUCTION (PI) AND TEACHING MACHINES IN DEVELOPING COUNTRIES ARE SUMMARIZED, EMPHASIZING (1) PROBLEMS OF DEVELOPING NATIONS, (2) QUESTIONS ON PI METHODS AND MATERIALS, AND (3) STRATEGIES FOR THE INTRODUCTION OF PI. THE SECOND PART OF THE DOCUMENT IS AN ESSAY DISCUSSING VARIOUS FORMS OF PI, INCLUDING INSTRUCTIONAL TELEVISION, LANGUAGE LABORATORIES, FILMS, AND TEACHING MACHINES. THIS IS A REPRINT FROM PROGRAMMIERTER UNTERRICHT UND LEHRMASCHINEN, FINAL REPORT OF THE 1963 INTERNATIONAL CONFERENCE OF PROGRAMED INSTRUCTION, BERLIN, PAEDAGOGISCHE ARBEITSTELLE, 1964. (MS)

IN THE FIRST PART OF THE DOCUMENT, RESULTS OF GROUP DISCUSSIONS ON THE USE OF PROGRAMED INSTRUCTION (PI) AND TEACHING MACHINES IN DEVELOPING COUNTRIES ARE SUMMARIZED, EMPHASIZING (1) PROBLEMS OF DEVELOPING NATIONS, (2) QUESTIONS ON PI METHODS AND MATERIALS, AND (3) STRATEGIES FOR THE INTRODUCTION OF PI. THE SECOND PART OF THE DOCUMENT IS AN ESSAY DISCUSSING VARIOUS FORMS OF PI, INCLUDING INSTRUCTIONAL TELEVISION, LANGUAGE LABORATORIES, FILMS, AND TEACHING MACHINES. THIS IS A REPRINT FROM PROGRAMMIERTER UNTERRICHT UND LEHRMASCHINEN, FINAL REPORT OF THE 1963 INTERNATIONAL CONFERENCE OF PROGRAMED INSTRUCTION, BERLIN, PAEDAGOGISCHE ARBEITSTELLE, 1964. (MS)