97,387 research outputs found
Prospects for the Digital Economy in South Africa: Technology, Policy, People, and Strategies
E-commerce, South Africa, Information policy, Digital economy, Information infrastructure
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Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners
Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015.
It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning.
This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs
Freedom on the Net 2014 - Tightening the Net: Governments Expand Online Controls (Summary)
Internet freedom around the world has declined for the fourth consecutive year, with a growing number of countries introducing online censorship and monitoring practices that are simultaneously more aggressive and more sophisticated in their targeting of individual users. This booklet is a summary of findings for the 2014 edition of "Freedom on the Net.
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Meeting the information challenge: exploring partnerships with Africa
Africa suffers from the disadvantages of marginality within the global technical system and a legacy of externally driven infrastructure. Developments in information and communication technologies now offer the chance to redress these but the technologies require skills and capacities which are scarce. The technologies themselves can be used to leverage existing resources so that the necessary skills can be developed. However this process needs to take account of African priorities and requirements if the current inequitable situation is not to be reproduced in a new global infrastructure. The key to this is a balance between external partnership and internal collaboration. The African diaspora offers a means of moderating such relationships
WP 97 - An overview of women's work and employment in Zimbabwe
This report provides information on Zimbabwe on behalf of the implementation of the DECISIONS FOR LIFE project in that country. The DECISIONS FOR LIFE project aims to raise awareness amongst young female workers about their employment opportunities and career possibilities, family building and the work-family balance. This report is part of the Inventories, to be made by the University of Amsterdam, for all 14 countries involved. It focuses on a gender analysis of work and employment. History (2.1.1). After independence in 1980, initially the government invested in education and health. Soon, tensions between ZANU and ZAPU led to violence, ending by the formation of ZANU-PF, led by Robert Mugabe. His government growingly took refuge to violation of human and trade union rights. The creation of MDC as an opposition party, in 1999, was obviously a catalyst for the countryâs most violent decade in which Mugabe and his cronies tried to retain power by all means. As a result, large parts of the economy have been destroyed and repeatedly a majority of the population of the once prosperous country has to rely on food aid. In 2008, a Global Political Agreement has been reached, which since 2009 is implemented by a government of national unity (GNU). Governance (2.1.2). Zimbabwe is a republic. In 2009 militia and âwar veteransâ trained by ZANU-PF continued to harass and intimidate members of the opposition, trade unions, and others. Corruption is widespread. Female participation in politics is low but growing. The life of rural women is dominated by traditional practices, which grant very few rights to women. There is no specifi c legislation against domestic violence. Women encounter signifi cant discrimination in ownership rights. Prospects (2.1.3). The 2009-10 economic recovery remains fragile and depends on the containment of political violence. It can be questioned whether the GNU is able to protect in particular ZCTU trade unionists adequately, though there are hopeful signs as well. Communication (2.2). The number of cell phones in use has grown to 138 per 1,000 of the population in 2008. By that year, there were 119 Internet users per 1,000. Freedom of speech and of press remain limited, though in May 2010 some openings were visible. As the Internet has remained unrestricted, many Zimbabweans use to this medium to access independent news. The sectoral labour market structure â Formal and informal employment (2.3.1). With an economy in disarray, reliable labour market statistics are lacking. Formal employment likely has decreased between 1999-2009 from 1.3 to 0.6 million. 80-94% of the working age population may have only work from which they derive an income for a few hours per day or even per week. The sectoral labour market structure â Migration (2.3.2) Recently about four million Zimbabweans are estimated to live abroad with the majority leaving in the past 5-6 years, mainly in search of basic food and health care. Many migrated to South Africa, among which 40-50% women. They are highly vulnerable to exploitation. Legislation (2.4.1). Zimbabwe has ratifi ed the eight core ILO Labour Conventions. Yet, an ILO Commission of Inquiry in 2009 concluded to systematic, and even systemic, violation of the Conventions. Mechanisms for organising legal strikes are extremely complicated. Labour relations and wage-setting (2.4.2). In spite of continuous harassment and intimidation of offi cers and members, the ZCTU organises over 40% of the formal employed. 70% of the about 3 million-strong workforce of the informal sector is member of the ZCIEA, created by the ZCTU. The statutory minimum wage (2.5.1). In November 2009 there were 28 sectoral minimum wages, varying from USD 30 to 391 per month. All remained below the offi cial poverty line of USD 552 in 2009. Poverty (2.5.2). After independence poverty fi rst diminished, but from the early 1990s on rose till in the 2000s over 80% lived below the national poverty threshold as well as below the international USD 2 per day poverty line. Poverty has been concentrated in the rural areas and has been feminized. Recent estimates conclude to more than 85% living below the national poverty line, meaning that 10 million or more Zimbabweans live in desperate poverty. In the course of the 2000s, large parts of the population had to take refuge to remittances from migrants. Population and fertility (2.6.1). From 2002-2008, due to both the HIV/AIDS pandemic and migration population has decreased slowly, a decrease most likely speeding up in 2009 and early 2010. The total fertility rate is about 3.7 children per woman. The adolescent fertility rate is with 101 per 1,000 rather high; early marriage is widespread. With on average 45 years (44 years for women), life expectancy at birth is one of the worldâs lowest. Health (2.6.2). In 2007 there were an estimated 1.2-1.4 million suffering from HIV/AIDS in Zimbabwe. Since 2001 there is a downward trend in the HIV prevalence rate due to a combination of high mortality and changes in sexual behaviour. The country has over 1.3 million orphans of which one million orphaned by AIDS. AIDS-related illness and death are acutely threatening the viability of many households. In the last decade the health infrastructure has collapsed, and the vulnerability for epidemics like cholera increased. Womenâs labour market share (2.6.3). Around 2000, women made up nearly half of the countryâs labour force, with majorities in agriculture, services and government. Among paid employees the female shares were much lower. These shares were also comparatively low in the higher-ranked and administrative occupations. Literacy (2.7.1). The adult literacy rate â-those age 15 and over that can read and writeâin 1999-2006 was 90.7%: 93.7% for men and 87.6% for women. In 2007 the literacy rate for 15-24-year-olds stood at 98.3%: 97.9% for young men and an even higher 98.7% for young women. Education of girls (2.7.2). Though in the early 2000s enrollment in education was rather high, enrollment rates at all levels have fallen considerably due to internal displacement, emigration of teachers, and sheer poverty. Girls are more likely than boys to leave or not begin school. Most recemtly access to public education seems to improve. Female skill levels (2.7.3). A rough indication is that about 60% of women in the current labour force may be called unskilled, 37.5% skilled and 2.5% highly skilled. We estimate the current size of the target group of DECISIONS FOR LIFE for Zimbabwe at about 35,000 girls and young women 15-29 of age working in urban areas in commercial services. If the countryâs recovery takes off rather succesfully, another 60-70,000 may be added in the next fi ve years. Wages (2.8.1). Older wage data suggests a rather large wage dispersion across industries, with low wage rates for occupations with a high share of women, pointing at a considerable gender pay gap. Working conditions (2.8.2). Older data indicates small gender differences in hours worked, with on average long hours for paid employees. Most likely current overall patterns are more like those of the self-employed, working shorter and irregular hours.
2005 Report â International Secretariat Clean Clothes Campaign
The report summarizes the activities of the Clean Clothes Campaignâs International Secretariat for the year of 2005, with a specific focus on the right to organize
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Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa
The purpose of this report is to provide an overview of the present and future impact of digital learning on teacher education in Sub-Saharan Africa. Digital learning in this report is defined as any instructional
practice that uses new communication technologies effectively to improve access to and strengthen learning. The focus of the report is student-teachers and teachers. The 2015â2030 Sustainable Development Goals (SDGs) explicitly seek to substantially increase the supply of well-qualified teachers in the region, drawing on international forms of development and co-operation where necessary (Goal 4)
Power as an ethical concern in the Global Southâs digital transformation: Power or empowerment?
open access articleThe digitalization of the Global South, particularly with respect to African countries, is moving at a fast pace. This can be seen in the use of information and communications technology (ICT) in different domains such as healthcare, education, industry, entertainment, as well as in the provision of e-government services, to name just a few. Such digital progress is seen as positive and often presented as such in international development discussions, for example at the World Summit on the Information Society Forum 2019 on ICTs for achieving the United Nationsâ Sustainable Development Goals. Despite the positives, there are also negative aspects of digitalization, which have to be addressed in the form of ethical concerns. This paper discusses these concerns by specifically exploring the aspect of power in light of the digital transformation of the Global South. The discussion advanced in this paper is informed by a review of literature
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