1) Chad’s National ICT Policy:REPUBLIQUE DU TCHAD: MINISTERE DES POSTES ET DES NOUVELLES TECHNOLOGIES DE LA COMMUNICATION
Here is Chad’s most recent ICT Policy
Last updated in May of 2007
Created by the Ministry of Posts and New Communication Technology
This document is written in French.
2) Here is the Ministries homepage.
Author: Ministry of Posts and New Communication Technologies. Date: August 2012
– This update was created by OAfrica.com and was last updated on 11/20/2010. Language: English
– This update was created by InfoDev and was last updated May 2007. Language: English
4) Finding the policy was actually very easy. The difficulty began when searching for appropriate updates. My updates listed are external opinions more than updates on the current status of ICT’s in Chad. The use of ICT’s on Chad has not been formally reported on in over 5 years so the policy I worked with is very outdated (but still provided a nice starting point).
In this article by “Web 2 for Dev”, the author discusses pros and cons of the kind of mapping we are about to engage in in our class. The author cites issues such as climate change and crisis situations as some of the positives. We have, of course, talked about this in class before and have analyzed how companies like Ushahidi work. The authors presents Google and Openstreet Maps as the front runners in mapping for developing countries and suggests that collaborative mapmaking would benefit the countries, and the users much more. The author raises concerns including privacy issues with the policies that Google sets out and “tension over indiscriminate online mapping over land ownership and resource use and control.” This is a very similar concern that the Homeland Security Professor presented: where do we draw the line between mapping to help those who can use these technologies, and breaching privacy?
In his article, Matthew Shaer notes the difficulties many countries in Africa have with brain drain. An estimated 20,000 professionals leave Africa each year to look for jobs in countries that are more economically successful. In an attempt to combat this brain drain, e-learning initiatives are being started to help connect students with the rest of the world while keeping their feet on the ground in Africa. “Since 1997, the Nairobi, Kenya–based African Virtual University has worked to improve access to web-based learning in sub-Saharan Africa,” and this will provide students all across that region with the type of resources the wish to find in the countries they are emigrating to. The courses provide a model called the “webinar,” which connects students and teachers through video and audio. These classes are intimate closely overseen so the teaching provided is as effective as possible.
There are some, like Conrad Coyanda-Parkzes, CEO of a telecom company called AccessPoint, who argue against these initiatives claiming that they are a band-aid solution to a very deeply rooted problem. Coyanda-Parkzes claims, “I don’t see enough lobbying for the basic stuff—electricity, the roads.” This is a great point, but at the end of the day, these students are experiencing and learning, which is something they have never done before – and that is what matters.
Susan Brooke-Young defines Carmen Sandiego Syndrome as “the willingness to use a software programs for instruction even when there is little or no educational value.” In class when we discussed Carmen Sandiego and Oregon Trail, it became clear that on an educational level we did not learn much from these games. Oregon Trail was more of a guessing game and Carmen Sandeigo was more about catching the thief than learning geography.
If these games have no real educational value why are teachers constantly learning how to play these games and then trying to integrate them into their curriculum? Educators all over the world are trying to use the most up to date technologies as tools for teaching and learning, but sometimes a game is just a game and not an educational tool. Most of these games and apps that are labeled as “educational” are created by people with little or no educational background. In class we criticize programs that use technologies designed by people with no background in the area (for example IT focused on installing the latest and greatest technology into their products and then using the products in developing countries). So why do we not criticize these educational apps in our schools systems more? The fact is that most of these games do not support student learning at all. What they claim to be educational is not supported in the curriculum and just creates stress and time lost for teachers who try to fit in these games to their classes.
In order to avoid the Carmen Sandiego Syndrome new tools and rubrics are being created to evaluate these “educational” games and apps.
“>This article from Ghana Wed concerns the Millennium Development Goals in general, but more specifically, in Ghana. The article states that we need to take the MDG’s head-on and more seriously alter them to make them effective. The author talks about the economy and the fact that the MDG predicting a Sub-Saharan African Nation to double its economy was, in reality, setting it up to fail. You can’t make broad, sweeping expectations about numerous countries that differ greatly. This means that MDG’s are very difficult to be used as policy-making tools, viewing them simply as ideology is more appropriate. Yes, There are concepts in International Development that require Macro-viewpoints, however applying solutions to some of these problems in a formulaic manner can be detrimental. The author goes on to speak about (something that we touched on in class) how senior policy makers should not be the actors implementing the development projects since they are too far removed. This would be like the CEO of GM wanting to work in one of their plants (more or less). A system needs to be put into place that makes development operate more organically.