The New Partnership for Africa's Development (NEPAD) is an economic development program of the African Union. NEPAD was adopted at the 37th session of the Assembly of Heads of State and Government in July 2001 in Lusaka, Zambia. NEPAD aims to provide an overarching vision and policy framework for accelerating economic co-operation and integration among African countries.
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.
Bugulumbya Secondary School is a secondary school in the village of Busobya, Uganda.
The system of education in Uganda has a structure of 7 years of primary education, 6 years of secondary education, and 3 to 5 years of post-secondary education. Education in Uganda is administered in English. All through out the levels in the education structure, modules are taught and assessed in English. The government of Uganda recognizes education as a basic human right and continues to strive to provide free primary education to all children in the country. However, issues with funding, teacher training, rural populations, and inadequate facilities continue to hinder the progress of educational development in Uganda. Girls in Uganda are disproportionately discriminated against in terms of education; they face harsher barriers when trying to gain an education and it has left the female population disenfranchised, despite government efforts to close the gap.
The history of education in Africa can be roughly divided into pre- and post- colonial periods. Since the introduction of formal education to Africa by European colonists, African education, particularly in West and Central Africa, is characterised by both traditional African teachings and European-style schooling systems. The state of education reflects not only the effects of colonialism, but instability resulting from and exacerbated by armed conflicts in many regions of Africa as well as fallout from humanitarian crises such as famine, lack of drinking water, and outbreaks of diseases such as malaria and Ebola, among others. Although the quality of education and the quantity of well-equipped schools and teachers has steadily increased since the onset of the colonial period, there are still evident numerous inequalities in the existing educational systems based on region, economic status, and gender.
Education in Rwanda has undergone considerable changes throughout Rwanda's recent history, and has faced major disruptions due to periods of conflict. Despite improvements to education and literacy as part of the country's rebuilding after the 1994 genocide, the education system still faces challenges including low school enrolment rates and limited resources. The education system is overseen by the Ministry of Education.
The eTwinning action is an initiative of the European Commission that aims to encourage European schools to collaborate using Information and Communication Technologies (ICT) by providing the necessary infrastructure. Therefore, teachers registered in the eTwinning action are enabled to form partnerships and develop collaborative, pedagogical school projects in any subject area with the sole requirements to employ ICT to develop their project and collaborate with teachers from other European countries.
Computer Aid International is a not-for-profit organisation active in the field of Information and Communication Technologies for Development. A registered charity, Computer Aid was founded in 1996 to bridge the digital divide by providing refurbished PCs from the UK to educational and non-profit organisations in developing countries.
The developing nations of Africa are popular locations for the application of renewable energy technology. Currently, many nations already have small-scale solar, wind, and geothermal devices in operation providing energy to urban and rural populations. These types of energy production are especially useful in remote locations because of the excessive cost of transporting electricity from large-scale power plants. The applications of renewable energy technology has the potential to alleviate many of the problems that face Africans every day, especially if done in a sustainable manner that prioritizes human rights.
The Nile Basin Initiative (NBI) is a partnership among the Nile riparian states that “seeks to develop the river in a cooperative manner, share substantial socioeconomic benefits, and promote regional peace and security”. The NBI began with a dialogue among the riparian states that resulted in a shared vision objective “to achieve sustainable socioeconomic development through the equitable utilization of, and benefit from, the common Nile Basin water resources." It was formally launched in February 1999 by the water ministers of nine countries that share the river: Egypt, Sudan, Ethiopia, Uganda, Kenya, Tanzania, Burundi, Rwanda, the Democratic Republic of Congo (DRC), as well as Eritrea as an observer. From its beginning the Nile Basin Initiative has been supported by the World Bank and by other external partners. The World Bank has a mandate to support the work of the NBI, as lead development partner and as administrator of the multi-donor Nile Basin Trust Fund. One of the partners is the "Nile Basin Discourse", which describes itself as "a civil society network of organisations seeking to achieve positive influence over the development of projects and programmes under the Nile Basin Initiative".
The education system of Djibouti is strongly influenced by France.
Since gaining independence from France in 1956, the government of Tunisia has focused on developing an education system which produces a solid human capital base that could respond to the changing needs of a developing nation. Sustained structural reform efforts since the early 1990s, prudent macroeconomic policies, and deeper trade integration in the global economy have created an enabling environment for growth. This environment has been conducive to attain positive achievements in the education sector which placed Tunisia ahead of countries with similar income levels, and in a good position to achieve MDGs. According to the HDI 2007, Tunisia is ranked 90 out of 182 countries and is ranked 4th in MENA region just below Israel, Lebanon, and Jordan. Education is the number one priority of the government of Tunisia, with more than 20 percent of government’s budget allocated for education in 2005/06. As of 2006 the public education expenditure as a percentage of GDP stood at 7 percent.
TechnoServe is an international nonprofit that promotes business solutions to poverty in the developing world by linking people to information, capital and markets. It is a registered 501(c)(3) based in Washington, D.C., with over 1,540 employees across 29 countries worldwide.
The Global e-Schools and Communities Initiative is an international not-for-profit organisation providing demand-driven assistance to developing countries seeking to harness the potential of Information and Communication Technologies (ICT) to improve their education systems.
Computer technology for developing areas is often through the donation of technology to developing areas. Many institutions, government, charitable, and for-profit organizations require technology development often involving hardware or software design, and the coordination of donors, distributors, and deployers. Technical development overlaps with the fields of technical training, maintenance and support.
eLearning Africa is a three-day annual international conference on ICT-enhanced education, training and skills development in Africa which is organised by ICWE GmbH. Each year the event is hosted and co-organised by a different African government. It has been opened on previous occasions by Presidents, Vice Presidents and Prime Ministers of several African countries including Hage Geingob, Abdoulaye Wade, George Kunda, Edward Ssekandi, Pascal Koupaki, Mohamed Gharib Bilal and Debretsion Gebremichael. This pan-African conference focuses on the use of ICT to support education, training, skills and knowledge sharing across all sectors of Africa, enhancing sustainable development goals across the continent and enabling participants to develop multinational and cross-industry contacts and partnerships, as well as to build up their expertise and abilities.
Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011. Using the UNESCO model of ICT Development in Education, the countries were ranked as Emerging, Applying, Infusing or Transforming. The Philippines were ranked at the Infusing stage of integrating ICT in education, indicating that the country has integrated ICT into existing teaching, learning and administrative practices and policies. This includes components such as a national vision of ICT in education, national ICT plans and policies, complementary national ICT and education policies, professional development for teachers and school leaders, community or partnership and teaching and learning pedagogies. A 2012 study reported that public high schools in Metro Manila had a computer to student ratio of 1:63. While 88 percent of schools have internet connections, half of the students claimed not to be using it.
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 examines government efforts to develop a national innovation system and the impact of these policies.
