Tomorrow Today

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and implementation is based on an inclusive and participatory approach

to optimize the chance of success and to enlist the commitment of stake-

holders in sustaining, replicating and scaling up the initiative. APCICT

also seeks to form collaborative partnerships with universities in the

Asia-Pacific region, academic networks, professors and education policy

leaders and officials who recognize the need for interdisciplinary educa-

tion to equip future leaders with knowledge of ICTD.

Based on a review of existing coverage of ICTD in programmes and

majors that are related to either ICTs or socio-economic develop-

ment in universities in the region, a new ICTD learning module for

university students will be developed to help bridge the knowledge

gap between ICTs and how they can be used to achieve development

goals. Leading universities in selected countries of the region have

been identified for initial research. Data gathering has taken place in

91 universities in eight countries, which include Brunei, Cambodia,

Indonesia, Lao People’s Democratic Republic, Malaysia, Philippines,

Thailand and Viet Nam, as part of the first stage of a region-wide

effort to collect information on current ICTD coverage in university

curricula and programmes.

In addition to scanning university curricula for ICTD coverage, indi-

vidual professors, university administrators and government officials

were asked to complete a survey on ICTD education in their countries.

Results from these countries show that, while there are a number of

courses and programmes that focus on or touch upon ICTs or socio-

economic development, specific coverage of ICTD itself is very limited.

This is true for technical programmes such as computer science or

electrical engineering as well as those related to development, such as

international relations, social sciences and public administration.

Once research data from across the Asia-Pacific region has been

collected and analysed, the results will feed into development of

the ICTD learning module for university students. Through advo-

cacy to policymakers and decision makers and via partnerships with

national educational agencies and institutions, this project will seek

to promote the addition of relevant ICTD topics to existing univer-

sity programme curricula while concurrently offering the actual

content of the topics in the form of the ICTD learning module.

For customizing content to fit the particular needs of university

students, this project will draw upon and reinforce other APCICT

initiatives in accordance with the Centre’s integrated approach.

Integrated approach with other APCICT programmes

APCICT’s flagship Academy training programme with its

comprehensive ICTD curriculum

and an expanding network of

partners has been playing a key role in highlighting the impor-

tance of ICT capacity-building. The eight stand-alone but closely

interlinked modules of the Academy curriculum were developed

to provide a holistic approach to ICTD. The Academy’s principal

target group has been policymakers in national governments of

Member States, including ICT ministries/departments/agencies as

well as those of other sectors. Target groups of the Centre have

also included local government organizations, non-governmental

organizations, training institutions, research entities, UN agencies,

donor organizations and private companies.

The Academy programme has already been launched in 17 coun-

tries of the Asia-Pacific region, including many Countries with Special

Needs,

attesting to the quality and relevance of the programme.

Afghanistan, Indonesia, Mongolia and the Philippines have adopted

the programme in their national capacity-building frameworks, thus

ensuring delivery of long-term benefits and sustainability.

APCICT’s experience with the Academy programme has

highlighted the need to similarly build the ICT capacity

of students and youth, especially in developing countries.

The Academy partners have expanded the utilization of

the Academy curricula beyond government leaders and

policymakers. In Kyrgyzstan, Mongolia and Indonesia, the

Academy programme has been introduced in classrooms

for undergraduate and graduate courses such as computer

science and pubic administration. The feedback gathered

to date from the students and resource staff of these pilot

cases has confirmed the need to introduce ICTD education

in universities and has underlined the applicability of the

Academy programme in such efforts.

The project on enhancing ICTD coverage in universi-

ties will also encourage distance learning and knowledge

sharing through the AVA, the online, distance-learning

version of the Academy, which currently offers the eight

ICTD training modules of the Academy programme in the

form of video and audio lectures and slide presentations.

Furthermore, for advocacy and outreach, the project will

utilize the e-Collaborative Hub,

APCICT’s online knowl-

edge sharing platform, which enjoys global membership

and offers discussion forums and information resources on

a range of topics relevant to ICTD. Participating universi-

ties will be able to make use of the e-Collaborative Hub

to find relevant resources and experts on different topics

of ICTD, and as a platform to engage in discussions and

collaborate regionally and internationally on developing

innovative solutions using ICTs.

Engaging the next generation

Young people constitute the task force of the future.

Sensitizing the next generation on how ICTs can be

used for socio-economic development is an important

step towards engaging youth and increasing their level

of commitment to, and participation in, sustainable

development.

The Declaration of Principles and Plan of Action of

WSIS states: “Each person should have the opportunity

to acquire the necessary skills and knowledge in order to

understand, participate actively in, and benefit fully from,

the information society and the knowledge economy.”

The WSIS document also calls for capacity-building

to ensure that, among other groups, young people are

equipped with the knowledge and skills to use ICTs,

including the capacity to analyse and treat information

in creative and innovative ways, share their expertise and

participate fully in the information society.

By helping equip the future workforce of developing

countries with the requisite knowledge and awareness

to leverage the potential of ICTs for furthering socio-

economic development, this project, along with other

APCICT initiatives, works towards creating a more pros-

perous and equitable world. As a champion of the vast

potential of ICTD and its relevance to the core values of

education for sustainable development, APCICT seeks

to promote human capacity-building that translates into

concrete actions towards a people-centred, development-

oriented and inclusive information society.