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International development or global development is a broad concept denoting the idea that societies and countries have differing levels of economic or human development on an international scale. It is the basis for international classifications such as developed country, developing country and least developed country, and for a field of practice and research that in various ways engages with international development processes. There are, however, many schools of thought and conventions regarding which are the exact features constituting the "development" of a country.
Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.
Private sector development (PSD) is a term in the international development industry to refer to a range of strategies for promoting economic growth and reducing poverty in developing countries by building private enterprises. This could be through working with firms directly, with membership organisations to represent them, or through a range of areas of policy and regulation to promote functioning, competitive markets.
Capacity building is the improvement in an individual's or organization's facility "to produce, perform or deploy". The terms capacity building and capacity development have often been used interchangeably, although a publication by OECD-DAC stated in 2006 that capacity development was the preferable term. Since the 1950s, international organizations, governments, non-governmental organizations (NGOs) and communities use the concept of capacity building as part of "social and economic development" in national and subnational plans. The United Nations Development Programme defines itself by "capacity development" in the sense of "'how UNDP works" to fulfill its mission. The UN system applies it in almost every sector, including several of the Sustainable Development Goals to be achieved by 2030. For example, the Sustainable Development Goal 17 advocates for enhanced international support for capacity building in developing countries to support national plans to implement the 2030 Agenda.
Education in Rwanda has undergone considerable changes throughout Rwanda's recent history, and has faced major disruptions due to periods of conflict. Education was divided by gender whereby women and men had a different education relevant to their responsibilities in day-to-day life. Women were mostly taught housekeeping while men were mainly taught how to hunt, raise animals, and fish. This is because Rwanda was a community-based society where every member had a specific contribution to the overall development of the community. Older family members like grandparents usually took on the role of educators.
Skills for Life was the national strategy in England for improving adult literacy, language (ESOL) and numeracy skills and was established as part of the wider national Skills Strategy to increase the numbers of young people and adults with adequate skills. The strategy was launched by the Prime Minister, Tony Blair, in March 2001.
Kenya Vision 2030 is a Kenyan development program, aiming to raise the average standard of living in Kenya to middle income by 2030. It was launched on 10 June 2008 by President Mwai Kibaki. Developed through "an all-inclusive and participatory stakeholder consultative process, involving Kenyans from all parts of the country," the Vision is based on three "pillars": Economic, Social, and Political. The Vision's adoption comes after the country's GDP growth went from 0.6% in 2002 to 6.1% in 2006, under Kibaki's Economic Recovery Strategy for Wealth and Employment Creation (ERS).
The education system of Djibouti is strongly influenced by France.
The Federal Ministry of Budget and Economic Planning is one of the Federal Ministries of Nigeria.
Design for All in the context of information and communications technology (ICT) is the conscious and systematic effort to proactively apply principles, methods and tools to promote universal design in computer-related technologies, including Internet-based technologies, thus avoiding the need for a posteriori adaptations, or specialised design.
The Egyptian Ministry of Communications and Information Technology (MCIT), headquartered in Smart Village Egypt, is a government body responsible for information and communications technology (ICT) issues in the country. Established in 1999, the Ministry is responsible for information and communications technology (ICT) issues in the Arab Republic of Egypt, including the planning, implementation, and operation of government ICT plans and strategies. The Ministry is headed by the Minister of Communications and Information Technology, nominated by the Prime Minister and serving as a member of the Cabinet. The current ICT Minister is Amr Talaat, who assumed office on June 14, 2018.
The Ministry of Communications and Information Technology ,Qatar (MCIT) is a Qatari ministry that was established within the new cabinet formation announced in June 2013 to be an extension of the Supreme Council of Information and Communication Technology that was established under Emiri Decree Law no. 36 of 2004.
Science and technology is Jordan's growing economic sector. This growth is occurring across multiple industries, including information and communications technology (ICT), solar and wind energy and nuclear technology.
Science and technology in Botswana examines recent trends and developments in science, technology and innovation policy in this country. The Republic of Botswana was one of the first countries of the Southern African Development Community (SADC) to adopt a science and technology policy in 1998. This was later updated in 2011.
Climate change education (CCE) is education that aims to address and develop effective responses to climate change. It helps learners understand the causes and consequences of climate change, prepares them to live with the impacts of climate change and empowers learners to take appropriate actions to adopt more sustainable lifestyles. Climate change and climate change education are global challenges that can be anchored in the curriculum in order to provide local learning and widen up mindset shits on how climate change can be mitigated. In such as case CCE is more than climate change literacy but understanding ways of dealing with climate
Science and technology in Tanzania describes developments and trends in higher education, science, technology, innovation policy, and governance in the United Republic of Tanzania since the turn of the century.
Educational technology in sub-Saharan Africa refers to the promotion, development and use of information and communication technologies (ICT), m-learning, media, and other technological tools to improve aspects of education in sub-Saharan Africa. Since the 1960s, various information and communication technologies have aroused strong interest in sub-Saharan Africa as a way of increasing access to education, and enhancing its quality and fairness.
Science and technology in Uganda examine government efforts to develop a national innovation system and the impact of these policies.
Kenya is a lower-middle income economy. Although Kenya's economy is the largest and most developed in eastern and Central Africa, 16.1% (2023/2024) of its population lives below the international poverty line. This severe poverty is mainly caused by economic inequality, government corruption and health problems. In turn, poverty also worsens these factors. The Kenyan government's efforts to address poverty have received help from international institutions as well. The incident rate of poverty has steadily decreased, as shown by a recent MPI index.
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- ↑ "World Bank Group". Archived from the original on 2006-07-18.