WP 7 - Teleworking policies of organisations - The Dutch experience

The over-all picture concerning the diffusion of telework stemming from research undertaken in 2000 and 2001 is rather negative. Teleworking policies of organisations hardly go beyond the minimal definition that we used in analyzing Dutch surveys from these years (organisations offering the opportunity for teleworking and, if they were asked for, paid for the necessary facilities). The conclusion is not exaggerated that a large majority of Dutch organisations are playing a waiting game on teleworking, even in sectors where jobs show a rather high ‘teleworkability’. The few exceptions (Interpolis, TNO Arbeid), mainly seizing the opportunities of building new offices or relocate their businesses, to combine flexible offices with teleworking policies, soon get nation-wide attention. Meanwhile, various surveys indicate a further growth of telework in the Netherlands in the 1999-2001 period, although this expansion seems to concentrate on multi-site telework by mainly self-employed – largely a ‘new economy’ phenomenon (Van Klaveren and Van de Westelaken, 2001). In this country, teleworking is apparently spreading rather informally and implicitly, leaving a wide gap between the policies of organisations and the preferences of many workers.

Management challenges in an information communication technology (ICT) network in rural schools

This study concerns the management of an interactive whiteboard (IWB) network started in April 2008 in Mpumalanga, with a leading school partnered with several disadvantaged schools, transmitting lessons in Mathematics and Science. Many educational institutions try to provide learners with better learning opportunities by equipping schools with the latest technology. The IWBs have been invested in the most and the project is very successful in bridging the urban-rural divide. Information Communication Technologies (ICTs) play an important role in reforming education. This study concentrated on the key managerial challenges to leaders when faced with introducing, accepting and managing new technology in their schools. The purpose of the study was to describe the management approach that developed during the implementation of the IWB network and what possible contribution the lessons learnt from this case study could have on management theory regarding the management of ICTs in similar multi-school models.Keywords: Information Communication Technology; Interactive whiteboards; management approach; management challenges; rural school

Innovation brokers and their roles in value chain-network innovation: preliminary findings and a research agenda

Intervention approaches have been implemented in developing countries to enhance farmer's livelihoods through improving their linkages to markets and inclusiveness in agricultural value chains. Such interventions are aimed at facilitating the inclusion of small farmers not just in the vertical activities of the value chain (coordination of the chain) but also in the horizontal activities (cooperation in the chain). Therefore value addition is made by not just innovating products and services, but also by innovating social processes, which we define as Value Chain-Network Innovation. In Value Chain-Network Innovation, linkage formation among networks and optimisation is one of the main objectives of innovation enhancing interventions. Here some important roles for innovation brokers are envisaged as crucial to dynamise this process, connecting different actors of the innovation system, paying special attention to the weaker ones. However, little attention has been given to identify different innovation brokering roles in those approaches, and to the need that they facilitate innovation processes and open safe spaces for innovation and social learning at different organisational settings and levels, to have more effective and sustainable impacts. This paper offers some preliminary empirical evidence of the roles of innovation brokers in a developing country setting, recognising the context-sensitive nature of innovations. Two cases from work experience with intervention approaches are analysed in light of the theories of innovation brokering, presenting some empirical evidence of different types of arrangements made by innovation brokers. A third case was taken from the literature. Data from questionnaires, key informant interviews, participant observations of different types of activities and processes carried out in those approaches, SWOT analysis and project reports were used for the analysis of different types of brokering roles and to draw some lessons. One important outcome of this preliminary analysis was that Information and Communication Technologies (ICT) in integration with other media facilitate new ways of social organisation and interaction of innovation networks, which offer more possibilities for processes of innovation, aggregating value to the production and sharing of knowledge. There is already a transition of paradigm for approaching agricultural innovation to more participative and open approaches, which offers a promissory landscape for organising the value chain actors in a way that is more favourable for small farmers

Propuesta de aplicación de nuevos enfoques de análisis de competencias y perfiles profesionales digitales

El objetivo principal de esta tesis es proponer un nuevo enfoque para el análisis de competencias y perfiles profesionales en el ámbito de las tecnologías de la Información y las Comunicaciones (TIC). La revisión de los métodos de investigación de las contribuciones existentes en el área revela limitaciones y oportunidades de mejora de los resultados del análisis de perfile TIC. Los principales problemas detectados que provocan baja precisión y representatividad en los resultados de análisis de perfiles profesionales son: a) ausencia de terminología y conceptos homogéneos y bien definidos vinculados a modelos o marcos competenciales estándar o ampliamente aceptados, b) limitaciones en la variedad de las fuentes de información y de tamaño y representatividad de los conjuntos de datos para el análisis, c) limitaciones en el diseño y la eficiencia de la recogida de datos, excesivamente basada en métodos manuales y d) análisis excesivamente básico de los datos recogidos con cuestionarios. Por suerte, especialmente en la Unión Europea, el marco de referencia laboral europea ESCO y el estándar EN16234 permiten contar con una terminología homogénea y bien definida en cuanto a competencias, habilidades, conocimientos y actitudes para perfiles profesionales TIC. El modelo Skills Match resultante de un proyecto europeo ofrece una sólida referencia para soft skills. La herramienta OVATE de CEDEFOP permite el análisis de millones de ofertas de trabajo en línea con terminología ESCO y la replicación de la base de datos de ESCO permite consultas sofisticadas de la información de esta clasificación para los perfiles TIC. La aplicación de estas opciones y de otras mejoras metodológicas ha permitido confirmar la mejora de los análisis presentados en tres publicaciones de impacto, con mayor representatividad y tamaño de los datos, una estrecha vinculación a los modelos de referencia existentes y una generación de resultados más sofisticados en forma de marcos competenciales. Gracias a esta confirmación se abre una línea de trabajo para ampliar el alcance y la solidez de los estudios de los perfiles profesionales TIC

Covid-19 and the virtual classroom conundrum in Zimbabwean universities

Covid-19 is a global pandemic that has reconfigured the mode of curriculum delivery and assessment in universities, moving much of the teaching to online platforms. Whilst the virtual classroom becomes the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting responsive to information communication technology (ICT) infrastructures and techno-savvy human capital. In maintaining social distancing due to Covid-19, this exploratory study employed in-depth telephone interviews with purposively sampled 5 deans, 5 lecturers and 2 disadvantaged students from five universities (3 state and 2 private). Forty more students (20 males and 20 females) for the 5 FGDs of 8 participants each were selected through stratified random sampling. The study adopts a qualitative approach to collect, present and analyze data. The findings of the study reveal that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion as some students living with disabilities and others in poverty struggle to access the e-learning resource materials. Furthermore, gendered stereotypical perceptions on the competencies of the girl child with regards to technology tend to compromise her effectiveness as an independent learner through ICT. Above all, geographical location, particularly the rural areas, becomes another serious impediment to techno-based curriculum delivery due to lack of electricity and access to the internet. For Zimbabwe, the situation becomes dire and complicated because of the economic meltdown prevailing in the country. The study thus concludes that while the virtual classroom remains the most tenable alternative in the circumstances of the Covid-19 crisis, it concomitantly excludes disadvantaged learners in the process. Covid-19 is likely to precipitate unprecedented levels of University student attrition in developing nations like Zimbabwe. universities as service institutions are thus encouraged to invest heavily in ICT infrastructure while the government subsidies the cost of internet bandwidth and data bundles to enable students to access the e-learning materials. Covid-19 is a global pandemic that has reconfigured the mode of curriculum delivery and assessment in universities, moving much of the teaching to online platforms. Whilst the virtual classroom becomes the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting responsive to information communication technology (ICT) infrastructures and techno-savvy human capital. In maintaining social distancing due to Covid-19, this exploratory study employed in-depth telephone interviews with purposively sampled 5 deans, 5 lecturers and 2 disadvantaged students from five universities (3 state and 2 private). Forty more students (20 males and 20 females) for the 5 FGDs of 8 participants each were selected through stratified random sampling. The study adopts a qualitative approach to collect, present and analyze data. The findings of the study reveal that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion as some students living with disabilities and others in poverty struggle to access the e-learning resource materials. Furthermore, gendered stereotypical perceptions on the competencies of the girl child with regards to technology tend to compromise her effectiveness as an independent learner through ICT. Above all, geographical location, particularly the rural areas, becomes another serious impediment to techno-based curriculum delivery due to lack of electricity and access to the internet. For Zimbabwe, the situation becomes dire and complicated because of the economic meltdown prevailing in the country. The study thus concludes that while the virtual classroom remains the most tenable alternative in the circumstances of the Covid-19 crisis, it concomitantly excludes disadvantaged learners in the process. Covid-19 is likely to precipitate unprecedented levels of University student attrition in developing nations like Zimbabwe. universities as service institutions are thus encouraged to invest heavily in ICT infrastructure while the government subsidies the cost of internet bandwidth and data bundles to enable students to access the e-learning materials. Covid-19 is a global pandemic that has reconfigured the mode of curriculum delivery and assessment in universities, moving much of the teaching to online platforms. Whilst the virtual classroom becomes the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting responsive to information communication technology (ICT) infrastructures and techno-savvy human capital. In maintaining social distancing due to Covid-19, this exploratory study employed in-depth telephone interviews with purposively sampled 5 deans, 5 lecturers and 2 disadvantaged students from five universities (3 state and 2 private). Forty more students (20 males and 20 females) for the 5 FGDs of 8 participants each were selected through stratified random sampling. The study adopts a qualitative approach to collect, present and analyze data. The findings of the study reveal that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion as some students living with disabilities and others in poverty struggle to access the e-learning resource materials. Furthermore, gendered stereotypical perceptions on the competencies of the girl child with regards to technology tend to compromise her effectiveness as an independent learner through ICT. Above all, geographical location, particularly the rural areas, becomes another serious impediment to techno-based curriculum delivery due to lack of electricity and access to the internet. For Zimbabwe, the situation becomes dire and complicated because of the economic meltdown prevailing in the country. The study thus concludes that while the virtual classroom remains the most tenable alternative in the circumstances of the Covid-19 crisis, it concomitantly excludes disadvantaged learners in the process. Covid-19 is likely to precipitate unprecedented levels of University student attrition in developing nations like Zimbabwe. universities as service institutions are thus encouraged to invest heavily in ICT infrastructure while the government subsidies the cost of internet bandwidth and data bundles to enable students to access the e-learning materials. Covid-19 is a global pandemic that has reconfigured the mode of curriculum delivery and assessment in universities, moving much of the teaching to online platforms. Whilst the virtual classroom becomes the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting responsive to information communication technology (ICT) infrastructures and techno-savvy human capital. In maintaining social distancing due to Covid-19, this exploratory study employed in-depth telephone interviews with purposively sampled 5 deans, 5 lecturers and 2 disadvantaged students from five universities (3 state and 2 private). Forty more students (20 males and 20 females) for the 5 FGDs of 8 participants each were selected through stratified random sampling. The study adopts a qualitative approach to collect, present and analyze data. The findings of the study reveal that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion as some students living with disabilities and others in poverty struggle to access the e-learning resource materials. Furthermore, gendered stereotypical perceptions on the competencies of the girl child with regards to technology tend to compromise her effectiveness as an independent learner through ICT. Above all, geographical location, particularly the rural areas, becomes another serious impediment to techno-based curriculum delivery due to lack of electricity and access to the internet. For Zimbabwe, the situation becomes dire and complicated because of the economic meltdown prevailing in the country. The study thus concludes that while the virtual classroom remains the most tenable alternative in the circumstances of the Covid-19 crisis, it concomitantly excludes disadvantaged learners in the process. Covid-19 is likely to precipitate unprecedented levels of University student attrition in developing nations like Zimbabwe. universities as service institutions are thus encouraged to invest heavily in ICT infrastructure while the government subsidies the cost of internet bandwidth and data bundles to enable students to access the e-learning materials. Covid-19 is a global pandemic that has reconfigured the mode of curriculum delivery and assessment in universities, moving much of the teaching to online platforms. Whilst the virtual classroom becomes the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting responsive to information communication technology (ICT) infrastructures and techno-savvy human capital. In maintaining social distancing due to Covid-19, this exploratory study employed in-depth telephone interviews with purposively sampled 5 deans, 5 lecturers and 2 disadvantaged students from five universities (3 state and 2 private). Forty more students (20 males and 20 females) for the 5 FGDs of 8 participants each were selected through stratified random sampling. The study adopts a qualitative approach to collect, present and analyze data. The findings of the study reveal that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion as some students living with disabilities and others in poverty struggle to access the e-learning resource materials. Furthermore, gendered stereotypical perceptions on the competencies of the girl child with regards to technology tend to compromise her effectiveness as an independent learner through ICT. Above all, geographical location, particularly the rural areas, becomes another serious impediment to techno-based curriculum delivery due to lack of electricity and access to the internet. For Zimbabwe, the situation becomes dire and complicated because of the economic meltdown prevailing in the country. The study thus concludes that while the virtual classroom remains the most tenable alternative in the circumstances of the Covid-19 crisis, it concomitantly excludes disadvantaged learners in the process. Covid-19 is likely to precipitate unprecedented levels of University student attrition in developing nations like Zimbabwe. universities as service institutions are thus encouraged to invest heavily in ICT infrastructure while the government subsidies the cost of internet bandwidth and data bundles to enable students to access the e-learning materials

Harnessing Technology School survey 2008: report 1: analysis

This report summarises the main findings from the Harnessing Technology Schools Survey 2008, a national survey of ICT in primary, secondary and special schools. The research was carried out in 2007-08. This annual, representative survey was intended to assess the `state of the nation' in terms of the uptake and impact of educational technologies in maintained schools across England

ICT4D in Samoa: The encounter of offline local traditions and online global trends

From 2005, 12 telecentres were implemented in the rural villages of Samoa as part of the national information and communication technology (ICT) strategy for development. The aim for the telecentres is to ensure the people of Samoa can be connected locally and globally. The telecentres provide access to ICT tools in villages where many have never seen a computer before. For the most, villagers take pride in the telecentre, praising the convenience of its services to the local people. However, the newly provided ICT tools also bring about some concerns, especially having access to the internet. Local villagers are now exposed to a vast amount of information whereby access is practically unlimited. While we cannot discount the fact that the internet makes available useful information, the question of how and to what extent this computer-mediated information may affect their traditions deserve some attention. Will local villagers use it to build up their society or will it compromise their cultural values? This research, which adopts an interpretive approach, focuses on the influence of telecentres on three rural villages in Samoa. The findings so far provide an insight into the encounter between the global environment and the local values, customs and beliefs of Samoans