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e-Literacy and Illiteracy
“Education for all” has become a priority in developing countries, where strategies and plans are being put in place to ensure that every child has access to basic education. As part of this commitment, ICTs are gradually be incorporated into the educational framework. However, there are serious policy issues that need to be addressed to achieve e-Literacy and to realize the full potential of ICTs in education. Many developing countries do not have policies that support or recognize distance learning. In these countries, traditional classroom learning is the only recognized mode of learning, even though it suffers from major impediments. Most countries lack policies that accredit non-formal education. This has resulted in the marginalization of large populations of youth who fail to get into institutions of higher learning, girls who have to drop out of school early, and adult learners.
Strategies to overcome these limits can be found in an options paper presented to the Kenya Ministry of Education, Science and Technology and in the T4 (Technology Tools for Teaching & Training) project in India. Online educational programs can be accredited and supported by the government to bridge the learning gap for citizens who were left behind in the mainstream education system. Information on institutions approved to offer distance learning can be posted on government education portals. Online educational programs can be especially valuable to women who cannot participate in mainstream classroom learning due to family responsibilities. The infoDev project on ICTs in education has a host of resources.
Countries like India that have invested heavily in human ICT capital development continue to reap the benefits of higher e-Literacy. The Indian Government created an enabling environment leveraging its high population density by offering ICT training to create a critical mass of citizens who have pushed the country to participate in the digital economy. The results are particularly striking in the area of IT services outsourcing, a sector that is yielding high economic benefits for India.
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Strategies to overcome these limits can be found in an options paper presented to the Kenya Ministry of Education, Science and Technology and in the T4 (Technology Tools for Teaching & Training) project in India. Online educational programs can be accredited and supported by the government to bridge the learning gap for citizens who were left behind in the mainstream education system. Information on institutions approved to offer distance learning can be posted on government education portals. Online educational programs can be especially valuable to women who cannot participate in mainstream classroom learning due to family responsibilities. The infoDev project on ICTs in education has a host of resources.
Countries like India that have invested heavily in human ICT capital development continue to reap the benefits of higher e-Literacy. The Indian Government created an enabling environment leveraging its high population density by offering ICT training to create a critical mass of citizens who have pushed the country to participate in the digital economy. The results are particularly striking in the area of IT services outsourcing, a sector that is yielding high economic benefits for India.
<<Previous: Introduction Next: Language Localization>>