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Updated Module 1: Policies and Regulation to Promote School Connectivity
Introduction

1 The importance of connecting schools
1.1 Short-term impact
1.1.1 Access to content and tools

1.1.2 Improved access to existing resources

1.2 Medium-term impact
1.2.1 Improved cognitive and non-cognitive skills of students

1.2.2 Timely access to new resources

1.2.3 Generating interest in ICT outside schools

1.3 Long-term impact
1.3.1 Improved student achievement

2 International, regional and national initiatives, goals and targets for connecting schools
2.1 International initiatives
2.1.1 Millennium Development Goals (MDGs)

2.1.2 World Summit on the Information Society (WSIS)

2.1.3 World Education Forum

2.1.4 Broadband Commission for Digital Development

2.2 Regional initiatives
2.2.1 Latin American and Caribbean Countries (LAC)

2.2.2 New Partnership for Africa's Development: The e-Africa Programme (NEPAD)

2.2.3 ECOWAS

2.2.4 European Union

2.2.5 Regional Research and Education Networks

2.3 National initiatives

3 Key Elements for plans to connect schools
3.1 School connectivity plans

3.2 Need for coordination between plans

3.3 Elements of a plan
3.3.1 Key Considerations for School Connectivity

3.3.2 Stakeholder Coordination

3.3.3 Which schools to connect

3.3.4 Setting timetables for implementation

3.3.5 Network details
3.3.5.1 Selection of Technology to Connect Schools
3.3.5.1.1 Upgrading from narrowband

3.3.5.1.2 Broadband technology

3.3.5.1.3 Mobile Technologies

3.3.5.1.4 Satellite Broadband

3.3.5.2 School network topologies

3.3.6 Maintenance and Support

3.3.7 ICT Sector Regulations and School Connectivity
3.3.7.1 Universal Access and Service
3.3.7.1.1 Universal access and service funds

3.3.7.1.2 Universal Service Obligations and Providers

3.3.7.1.3 Coordinating universal service

3.3.7.2 Spectrum
3.3.7.2.1 Allocation

3.3.7.2.2 Reduced spectrum fees

3.3.7.2.3 Unlicensed spectrum

3.3.7.3 Licence obligations

3.3.7.4 Tariffs

3.3.7.5 International gateway access and access to national backbone infrastructure

3.3.7.6 Competition issues

3.4 Total Cost of Ownership, Funding and Sustainability
3.4.1 Total Cost of Ownership

3.4.2 Funding
3.4.2.1 Government funding

3.4.2.2 Telecommunication operators

3.4.2.3 Multilateral, regional and bilateral development agencies

3.4.2.4 Private sector

3.4.2.5 Non-governmental organizations

3.4.2.6 Other funding sources

3.4.3 Sustainability

3.5 Monitoring and evaluation

4 Leveraging Internet school connectivity
4.1 School-based telecentres

4.2 Connected schools as anchor institutions

4.3 Reaching disadvantaged populations
4.3.1 Broadening Teaching Possibilities

5 Cross-Cutting Issues
5.1 Content and curricula for schools

5.2 Training for Teachers

5.3 Assistive technology for persons with disabilities

5.4 Low cost computing devices for schools initiatives

5.5 Promoting child online protection and responsible online behavior

5.6 Awareness raising of targeted population and capacity building

6 Case Studies
6.1 Albania

6.2 Antigua and Barbuda

6.3 Chile

6.4 Colombia

6.5 Ghana

6.6 Ireland

6.7 India

6.8 Jordan

6.9 Macedonia

6.10 Morocco

6.11 Portugal

6.12 Thailand

6.13 United States

6.14 Uruguay

6.15 Zambia

7 Conclusion

ANNEX 1: SCHOOL CONNECTIVITY CHECKLIST

ANNEX 2 – Annotated Outline of a Model National School Connectivity Plan (NSCP)
ANNEX 2.1 Introduction to Plan

ANNEX 2.2 Definition of Targets

ANNEX 2.3 International and Regional Context

ANNEX 2.4 National Context

ANNEX 2.5 National School Connectivity Action Plan
ANNEX 2.5.1 NSCP Coordination

ANNEX 2.5.2 Legal and Regulatory Framework

ANNEX 2.5.3 School Selection and Phased Implementation

ANNEX 2.5.4 Technology Selection

ANNEX 2.5.5 Teacher Training and Support

ANNEX 2.5.6 Maintenance and Support

ANNEX 2.5.7 Costing and Financing
ANNEX 2.5.7.1 Cost of Installation and Connectivity

ANNEX 2.5.7.2 Total Cost of Ownership

ANNEX 2.5.7.3 Funding Strategies

ANNEX 2.5.7.4 Revenue Creation from School Connectivity for Sustainability

ANNEX 2.5.8 Monitoring and Evaluation

Credits
Updated Module 2: Disseminating-Low-Cost-Computing-Devices-in-Schools
1 Introduction

2 Low-cost computing devices for education
2.1 The first LCCDs: computers and laptops in education

2.2 Emerging LCCDs in education: leveraging mobile devices
2.2.1 Mobile devices for e-learning

2.2.2 Mobile communications growth

2.2.3 Use of mobile handsets in education

2.2.4 Educational benefits of mobile devices
2.2.4.1 Benefits for students

2.2.4.2 Benefits for teachers and administrators

2.2.5 M-learning initiatives: characteristics and challenges
2.2.5.1 Characteristics of successful m-learning initiatives

2.2.5.2 Challenges to mobile learning initiatives

2.2.6 Potential negative effects of mobile devices in classrooms

3 Low-cost computing device cost elements
3.1 Infrastructure
3.1.1 The low-cost computing device

3.1.2 Additional hardware components

3.1.3 Taxes

3.1.4 Security

3.1.5 Transport

3.1.6 Adaptation for the disabled

3.1.7 Servers

3.1.8 Electricity

3.2 Software
3.2.1 Applications

3.2.2 Content

3.2.3 Adaptive technologies

3.3 Training
3.3.1 Teachers

3.3.2 Students

3.4 Sustainability
3.4.1 Maintenance

3.4.2 Mobile access costs and m-learning

3.4.3 Recycling

3.4.4 Monitoring

3.5 Managing costs effectively

4 Implementing a sustainable LCCD programme
4.1 Project coordination
4.1.1 Role of the ICT minister

4.1.2 The role of mobile operators and the private sector

4.2 Funding
4.2.1 Government

4.2.2 Private sector involvement

4.2.3 Non-governmental organizations (NGOs)

4.2.4 Development assistance

4.2.5 Volunteers

4.2.6 Parents

4.2.7 National policies to promote LCCDs
4.2.7.1 Universal service funds

4.2.7.2 Demand generation

4.2.8 Student installment plans

4.2.9 Donations

4.3 Distribution
4.3.1 Pilot projects

4.3.2 Saturation

4.3.3 Electricity

4.3.4 Distribution timetable

4.3.5 Gender issues

5 National case studies
5.1 Afghanistan

5.2 Brazil

5.3 Nigeria

5.4 Peru

5.5 Portugal

5.6 Rwanda

5.7 URUGUAY

5.8 Kenya

5.9 Malaysia

5.10 Argentina

6 Conclusions

7 Checklist

8 References
Module-3-Providing-ICTs-to-Indigenous-Peoples
Introduction

1 ICT Development for Indigenous Peoples
1.1 Why have a module on Indigenous peoples?

1.2 How is this module organized?
1.2.1 Contents of Chapter 2. Who are the Indigenous peoples?

1.2.2 Contents of Chapter 3. What is the role of governments in the generation of an enabling environment for ICTs in Indigenous communities?

1.2.3 Contents of Chapter 4. What is the role of Indigenous communities in the use of ICTs for their own development?

1.2.4 Contents of Chapter 5. What have we learned and how do we see the future?

2 Who are the Indigenous peoples?
2.1 A look into the Indigenous world
2.1.1 Indigenous Peoples´ geographical distribution
2.1.1.1 The Circumpolar North

2.1.1.2 North America

2.1.1.3 Mexico, Central America and South America

2.1.1.4 Australia and the Pacific

2.1.1.5 Asia

2.1.1.6 Middle East

2.1.1.7 Africa

2.1.2 Indigenous peoples on the world stage

2.2 The rights of Indigenous peoples and ICTs
2.2.1 Convention 169

2.2.2 Declaration on the Rights of Indigenous Peoples.

2.2.3 The World Summit on the Information Society (WSIS).

2.2.4 The Economic and Social Council (ECOSOC) Resolution 46/2006.

2.2.5 United Nations Millennium Declaration.

2.2.6 United Nations Permanent Forum on Indigenous Issues.

2.2.7 The 5th Ministerial Forum for Latin America, Caribbean and European Union on the Information Society.

2.2.8 The Recommendation on the Promotion and the Use of Multilingualism and Universal Access in Cyberspace (2003) of UNESCO.

2.2.9 Resolution 46 (Doha 2006) on Indigenous peoples.

2.2.10 Resolution PCC.I/1 (XV-01). Issued by the Inter-American Commission Telecommunications through the CICC.

2.3 Indigenous peoples and ICTs

3. What is the role of governments in creating an ICT enabling environment for Indigenous Peoples?
3.1 Introduction

3.2 Regulation
3.2.1 Key Regulatory Elements
3.2.1.1 Universal Service

3.2.1.2 Spectrum Management

3.2.1.3 Support on training and equipment acquisition

3.2.1.4 Protecting and promoting the production of indigenous content

3.2.1.5 Participation of Indigenous peoples

3.2.2 Best practices

3.2.3 Evaluation of Regulatory Elements

3.3 Infrastructure and Technology
3.3.1. Key Aspects of public policy
3.3.1.1 Flexible framework that takes into account the local context in the selection of technology

3.3.1.2 Fostering technology adoption

3.3.1.3 Infrastructure

3.3.1.4 Technological Research

3.3.2 Methodology for implementation
3.3.2.1 Base Domain

3.3.2.2 The User’s Domain

3.3.2.3 Technology Domain

3.3.3 Best practices

3.3.4. Self-evaluation

3.4 Industry
3.4.1 Key Elements
3.4.1.1 Using a model based on economies of scale

3.4.1.2 Stimulus to the development of local companies

3.4.1.3 Technological Neutrality

3.4.1.4 Access to essential facilities

3.4.2 Best Practices

3.4.3 Self-evaluation

3.5 Local Content
3.5.1. Key elements
3.5.1.1 Key elements of an environment conducive to the development of local content

3.5.1.2 Market creation

3.5.1.3 Appropriate Public Policy

3.5.1.4 Training and availability of means of production

3.5.1.5 Access to Local Production

3.5.2 Key aspects of production of content in community access centers

3.5.3. Best practices

3.5.4. Self-Evaluation

3.6. Capacity-Building
3.6.1 Key Elements of Capacity-Building
3.6.1.1 Development of a Comprehensive Plan

3.6.1.2 Staff with Skills and Abilities for Intercultural Community Work

3.6.1.3 Self-sustainability Guidance

3.6.1.4 Always Start with the Organization of a Community Committee

3.6.1.5 Start From a Participative Appraisal

3.6.1.6 Appraisal-Based Training

3.6.1.7 Network Creation

3.6.1.8 Preparation to Meet Local Training Plans

3.6.2 Best Practices

3.6.3 Self-Evaluation

3.7 Participation
3.7.1 Key elements
3.7.1.1 Community Participation in the whole process

3.7.1.2 Complete Autonomy in the Decision-Making Process

3.7.1.3 Participation in Capacity-Building

3.7.1.4 Participation with Resources and Capacities

3.7.1.5 Cultural Relevance

3.7.2 Best Practice

3.7.3 Self-evaluation

4. What is the Role of Indigenous Peoples in the Installation and Operation of Access Centres Located in Schools in their Communities?
4.1 Discovering
4.1.1 Case Study (Regional Indigenous Council of Cauca)

4.1.2 Are we heading in the right direction?

4.2 Organizing
4.2.1 Best practice

4.2.2 Are we heading in the right direction?

4.3 Defining
4.3.1 Best practice (The Guarani Communication Unit)

4.3.2 Are we heading in the right direction?

4.4 Connecting
4.4.1 Best practice (The School Shelter of Chemax)

4.4.2 Are we heading in the right direction?

4.5 Networking
4.5.1 Best practice (Asodigua Telecenter)

4.5.2 Are we heading in the right direction?

4.6 Telling and reflecting the local story

5 What have we learned?
5.1 Administration and management

5.2 Indigenous Communities

5.3 Tailor-Made Solutions

Credits

References
Module 4: Using ICTs to promote education and job training for persons with disabilities
Introduction

1 ICT use for education and job training for persons with disabilities
1.1 What are accessible ICTs
1.1.1 Examples of accessible ICTs

1.2 Toward a definition of accessible ICTs
1.2.1 The benefits of accessible ICTs in connected schools

1.3 The United Nations Convention on the Rights of Persons with Disabilities (UN CRPD)
1.3.1 Dispositions on ICT accessibility

1.3.2 Education

1.3.3 Employment

1.3.4 Implications for other policy areas

1.3.5 Summary of accessible ICT obligations

1.4 Summary of other international laws and initiatives in support of accessible ICTs in inclusive education
1.4.1 World Summit on the Information Society

1.4.2 The International Telecommunication Union

1.4.3 United Nations Educational, Scientific and Cultural Organization (UNESCO)

1.4.4 UNICEF -1989 United Nations Conventions on the Rights of the Child

1.4.5 The Millennium Development Goals

1.4.6 Conclusions

2 The Current situation, challenges and opportunities
2.1 Statistics on children with disabilities receiving education

2.2 Associated levels of literacy and poverty

2.3 Reasons for exclusion

2.4 The costs of inclusive education

2.5 Numbers of people with disabilities world wide

2.6 Implications of a global aging population

3 Assistive technology by disability type: understanding users' needs
3.1 Persons with physical disabilities and motor impairments
3.1.1 Assistive technologies for physical disabilities and motor impairments

3.1.2 Accessible buildings and workstations

3.2 Assisting the blind or vision-impaired
3.2.1 Assistive Technology for blindness or vision impairment

3.2.2 Accessible media and formats

3.2.3 Costs and trends in the use and provision of Braille

3.2.4 Considerations when choosing a Braille printer

3.3 Deaf and hard of hearing

3.4 Cognitive impairments

3.5 Equipping inclusive schools with accessible ICTs

4 Developing and implementing accessible, ICT-connected schools
4.1 National policy reform
4.1.1 Six key policy areas in developing and implementing accessible ICTs in connected schools

4.1.2 Research in support of evidenced-based policy development

4.1.3 Stakeholders and consultations

4.1.4 Special policy considerations for persons with disabilities

4.1.5 Evaluation and monitoring

4.2 Supporting teachers and students
4.2.1 Integration and use of accessible ICTs in school curriculum

4.2.2 Assistive technology and needs assessment

4.3 Funding strategies
4.3.1 Sustainable funding

4.3.2 Proprietary and “free and open-source” software

4.3.3 Supporting a sustainable and viable AT eco-system

4.4 Procurement policies
4.4.1 Compatibility with school IT infrastructure

4.5 Trends in Technology development influencing the use of ICT in education
4.5.1 Cloud computing and AT

4.5.2 Mobile learning

4.5.3 Connectivity

4.5.4 Learning platforms

4.5.5 Open Educational Resources

4.5.6 Web accessibility

5 Leveraging Accessible ICT-enabled schools as community hubs for training for Adults with Disabilities
5.1 Multipurpose Community Telecenters
5.1.1 Technical and Vocational Education and Training (TVET) centers for persons with disabilities in developing countries

5.2 Best practices and challenges in developing and sustaining accessible MCTs and Technical and Vocational Education Training (TVET) centers
5.2.1 Funding models for using accessible, connected schools as MCTs and TVET centers

5.2.2 Sustainable funding models and trends in the philanthropic approach

5.2.3 Certification and ongoing education

5.3 Technology considerations
5.3.1 AT for employment and job placement services for employers and participants

6 Checklist for policy-makers
6.1 Conclusion

7 International texts, initiatives and goals on using ICTs to enable education and job training for Persons with Disabilities
7.1 World Summit on the Information Society (WSIS)
7.1.1 WSIS Key Principles

7.2 International Telecommunication Union (ITU) initiatives
7.2.1 ITU-G3ict e-Accessibility Policy Toolkit for Persons with Disabilities

7.3 UNESCO Initiatives
7.3.1 Salamanca Declaration and inclusive schools

7.3.2 UNESCO’s 48th International Conference on Education

7.3.3 Other UNESCO initiatives

7.3.4 UNICEF’s -1989 United Nations Conventions on the Rights of the Child

8 Videos of assistive technologies

9 Technical Resources
9.1 Educational resources for teachers and policy makers on assistive technology, accessible formats and curriculum development

9.2 Assistive technology needs assessment

9.3 Assistive technology, software, resources, guides and projects

9.4 Free and Open Source Software (FOSS) solutions and articles

9.5 Multipurpose Community Telecenters, accessible Telecenters and VTET for persons with disabilities

10 Case studies

Credits
Module 5 Community ICT Centres for the Social and Economic Empowerment of Women
Introduction

1 Introduction to concepts and contexts
1.1 What is a community ICT center?
1.1.1 The underlying purpose of a community ICT center

1.1.2 What’s in a name?

1.2 Gender-related concepts and definitions

1.3 Why is it important to reach women and girls?

1.4 A note on women’s empowerment

1.5 A note on technological changes

2 How can community ICT centers reach women?
2.1 The overall policy environment

2.2 Guiding principles for gender inclusive design

2.3 Women-specific design elements of the community center
2.3.1 Data and record keeping should be gender-disaggregated

2.3.2 The ‘Community responsiveness’ of the center must identify and cater to girls and women’s activities, interests and information needs

2.3.3 Develop content and training materials with and for women

2.3.4 Make the community center physically accessible to women and girls

2.3.5 Privacy and security concerns

2.4 Governance and financial viability concerns
2.4.1 Gender-sensitive governance structures

2.4.2 Financing the ICT Community Center – capital and start-up costs

2.4.3 Financing and revenue models to ensure affordable and accessible pricing

2.4.4 A note on gender-sensitive user fees

2.5 Links to reference materials

3 Meeting the learning needs of women: using ICTs in literacy and life-long learning
3.1 Basic ICT literacy for women: learning by doing

3.2 Links between digital literacy and women’s socio-economic empowerment

3.3 Using ICTs to promote literacy training among women

3.4 Language literacy and women’s empowerment – drawing the links

3.5 Numeracy and financial literacy

4 Beyond literacy: ICT applications that support women’s entrepreneurial and professional activities
4.1 Access to information and training – from rural to national

4.2 ICTs and e-financing – new possibilities and dimensions

4.3 E-commerce, markets and small enterprise development

4.4 Empowerment through networking

4.5 Links to reference materials

5 Guidelines for Ministries, Regulators and Private Sector
5.1 Gender analysis and assessment in the Center’s development

5.2 Guidelines for regulators

5.3 Checklist for content providers and trainers

5.4 Links to reference materials, online toolkits and guides

6 International, regional and gender-specific policy frameworks
6.1 International policy frameworks

6.2 Regional policy frameworks

7 Final comments

Credits

References

Annex I: Technology Facts and Figures

Annex II: Case Studies: Community ICT centers and ICT applications that cater to women’s needs
Training Materials
BASIC INTRODUCTION TO E-APPLICATIONS
E-banking
Training Material
E-banking course

E-commerce
Training Material
E- commerce course

E-environment
Training Material
E-environment course

E-government
Training Material
E-government course

E-health
Training Material
E-health course

E- learning

LIFE CITY. SERIOUS GAMES.

WOMEN-OWNED ENTERPRISES: ICT ACCESS AND APPLICATIONS

TRAINING FOR REMOTE AND RURAL USERS ON ICTS FOR ECONOMIC ACTIVITIES, EDUCATION AND GOVERNMENT SERVICES
BASIC ICT LITERACY: USING A COMPUTER, BASIC SOFTWARE AND APPLICATIONS AND ACCESSING THE INTERNET
Introduction
A Portada M1
Indice
B Indice M1
Content
C U01 Windows
C U02 Word
C U03 Paint
C U04 Excel
C U05 PowerPoint
C U06 Internet Navegador
C U07 Internet Buscador
C U08 Internet CorreoElectronico
C U09 Internet ChatMensajeria
C U10 Internet Skype
C U11 Web2.0 Blog
C U12 TIC Discapacidad
Annex
D Anexo M1

E-GOVERNMENT
Introduction
A Portada M2
Indice
B Indice M2
Content
C UU Gobierno Electronico
Annex
D Anexo M2

E-LEARNING
Introduction
A Portada M3
Indice
B Indice M3
Content
C UU E-Learning
Annex
D Anexo M3

ICTS FOR PRODUCING, BUYING AND SELLING HANDICRAFTS, JEWELRY AND WEAVING
Introduction
A Portada M4
Indice
B Indice M4
Content
C U1 Produccion Artesanal
C U2 Comercio Electronico
Annex
D Anexo M4

THE USE OF ICT IN SUSTAINABLE RURAL TOURISM
Introduction
A Portada M5
Indice
B_Indice_M5
Content
C UU Turismo Sustentable
Annex
D Anexo M5
Training Material
Sustainable Tourism

E-AGRICULTURE AND LIVESTOCK
Introduction
A Portada M6
Indice
B Indice M6
Content
C_UU_Agricultura y Ganaderia
Annex
D Anexo M6

TRAINING TOOLS ON THE USE OF ICTS FOR THE PROMOTION OF LIVELIHOOD OF RURAL WOMEN
Tools
Presentation for Bato - Light
Training Tool for Farmers’ Livelihood Development in Philippines

PLANEACIÓN DE UN CENTRO DE ACCESO A LAS TIC EN COMUNIDADES REMOTAS O INDÍGENAS

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