Capacity building for IT in education in Developing Countries : IFIP TC3 WG3. 1, 3. 4 and 3. 5 Working Conference on Capacity Building for IT in Education in Developing Countries 19-25 August 1997, Harare, Zimbabwe

Deryn Watson CapBIT 97, Capacity Building for Information Technologies in Education in Developing Countries, from which this publication derives, was an invited IFIP working conference sponsored by Working Groups in secondary (WG 3. 1), elementary (WG 3. 5), and vocational and professional (WG 3. 4) education under the auspices ofIFIP Technical Committee for Education (TC3). The conference was held in Harare, Zimbabwe 25th - 29th August 1997. CapBIT '97 was the first time that the IFIP Technical Committee for Education had held a conference in a developing country. When the Computer Society of Zimbabwe offered to host the event, we determined that the location and conference topic reflect the importance of issues facing countries at all stages of developmen- especially Information Technologies (IT) development. Information Technologies have become, within a short time, one of the basic building blocks of modem industrial society. Understanding IT, and mastering basic skills and concepts of IT, are now regarded as part of the core education of all people around the world, alongside reading and writing. IT now permeates the business environment and underpins the success of modem corporations as well as providing government with cost-effective civil service systems. At the same time, the tools and technologies of IT are of value in the process of learning, and in the organisation and management of learning institutions. Front Matter....Pages i-xiii Introduction....Pages 1-11 Front Matter....Pages 13-13 Nordic cooperation on Communication and Information Technologies and didactics in education....Pages 15-25 Building resource capacity for IT education and training in schools — the case of Botswana....Pages 27-38 Computer education and human capacity building for Information Technology in Namibia....Pages 39-47 Schools with SPIRIT — capacity building in The Netherlands....Pages 49-56 Information Technology in Norwegian education — consistency of strategic initiatives for implementing IT in primary education....Pages 57-66 Development of Information Technology in Hong Kong education over the past decade....Pages 67-74 Fighting a lone battle for Computer Education in Nepal....Pages 75-80 Front Matter....Pages 81-81 Bridging the skills gap in Zimbabwe....Pages 83-89 Information Technology education and training initiatives — the Nigerian experience.....Pages 91-100 Using applications programs in a university to build human capacity for Information Technology....Pages 101-107 Front Matter....Pages 109-109 Infrastructure issues for implementation of portable computer use in schools....Pages 111-117 Capacity building with a difference....Pages 119-125 Principals, Information Technology and leadership: coping with professional development despite isolation....Pages 127-135 ‘Communicate and Learn’ — a collaborative project....Pages 137-141 The effect of network technology on education....Pages 143-152 Front Matter....Pages 153-153 Technology and young children — new strategies to prevent illiteracy and create better chances of success for all....Pages 155-162 Designing Logo-based microworlds for effective learning — a road to improving teacher education....Pages 163-171 Front Matter....Pages 173-173 The needs and challenges of Information Systems education — the case of Nigerian Universities....Pages 175-184 Blame the technocentric artefact! What research tells us about problems inhibiting teacher use of IT....Pages 185-192 Front Matter....Pages 173-173 Measuring success in the global village — resources for conducting systematic and comprehensive evaluations in IT settings....Pages 193-201 Front Matter....Pages 203-203 The role of educational and professional bodies in guidance towards capacity planning....Pages 205-211 The European computer driving licence....Pages 213-220 Information literacy — the missing link in education, with special reference to developing countries....Pages 221-230 Maximizing the benefits of aid for Information Technology....Pages 231-238 Building capacity for Information Technology in educational management in developing countries....Pages 239-249 Information Technology resources for education in developing countries....Pages 251-260 Front Matter....Pages 261-261 The need for a new perspective — creating learning networks for African teachers: change, professional development and ICTs....Pages 263-273 Informatics for secondary education — the UNESCO/IFIP curriculum as a resource for developed and developing countries....Pages 275-288 Front Matter....Pages 289-289 Teaching informatics as a subject....Pages 291-295 Using hypermedia and the Internet in the teaching of mathematics....Pages 297-297 Information Technology and problem solving in mathematics education....Pages 299-307 Appropriate research in IT in emerging countries....Pages 309-315 Front Matter....Pages 317-317 Discussion Group 1 — IT in curriculum and courseware development....Pages 319-325 Discussion Group 2 — Policies, strategies & initiatives of ICT in education....Pages 327-331 Discussion Group 3 — Guidelines and directions for ICT policy in education....Pages 333-335 Discussion Group 4 — IT education delivery and learning....Pages 337-341 Discussion Group 5 — Information Technology in institutional administration and management....Pages 343-346 Discussion Group 6 — Building resource accessibility in developing countries....Pages 347-350 Back Matter....Pages 351-363 This volume examines the needs, practices, experiences, peer support and accessibility of resources, both human and technical, for information technologies in developing countries. Seven main themes are presented in the book: experiences from a variety of national policies, strategies and initiatives; information technologies as tools for teaching and learning at all levels; the role of vocational education in information technology; information technology as a teaching subject; information technologies as tools for educational administration and support; building physical resources, skills and knowledge as well as access to those resources in developing countries; and action plans for proposed projects at local and national levels.