The Role of ICT in Women's Empowerment in Rural\ud Bangladesh

Rural women in Bangladesh have limited access to resources and public\ud spheres due to socio-cultural restrictions. Women suffer from severe\ud discrimination, and it is thought this is heightened due to a lack of access to\ud information. Information communication and technology (ICT) is a potential tool\ud that can reach rural women and enrich their knowledge. This paper discusses\ud women‟s empowerment in terms of perceptual change in rural villages in\ud Bangladesh after ICT intervention has been introduced by Non-Government\ud Organizations (NGOs). Since empowerment is a complex phenomenon to measure\ud because of its multidimensional aspects and its relationship with time as a process,\ud the methodology used in this research was an integration of qualitative and\ud quantitative methods. Using a structured questionnaire, data was collected from\ud women in two different villages where ICT projects have been introduced. The\ud change in women‟s perception after using ICT was compared with changes in\ud women who did not use ICT. The results indicate that ICT intervention changed\ud women‟s perception in a positive direction in one village but it did not change in\ud the other village

Cognitive change in women's empowerment in rural Bangladesh

Rural women in Bangladesh have limited access to resources and public spheres due to socio-cultural restrictions. Women suffer from severe discrimination, due partly to a lack of access to information. Information and communication and technologies (ICT) are tools that potentially can reach rural women and address their knowledge and information needs. Considering this scenario, the aim of this paper is to examine the situation of rural women using ICT tools provided by non-government and government organizations, and investigate whether access to ICT has changed their lives in terms of socio-economic development. Using a structured questionnaire, data was collected from women in villages where two different ICT projects have been introduced. The change in women's awareness, skills and knowledge of the wider environment on various issues (including health, education, legal rights) is described. These cognitive changes were compared in women with ICT intervention and women who did not use ICT. The overall cognitive awareness of the women indicates more changes among women with ICT intervention than without. Therefore, ICT intervention in rural villages in Bangladesh is leading to empowerment

Online Consultation: ICTs and Development

As part of a series of global dialogues, in September 2011 IDS Knowledge Services brought together and facilitated an online community to discuss the relationship between living well and ICTs. The online forum was held over three days, 27 -- 29 September. It was hosted on the Eldis Communities platform and was facilitated by Abigail Murphy and Kelly Shephard. Technical support was provided by Adrian Bannister, Knowledge Services, IDS. The objective of the forum was to bring together a wide range of voices that would help to shape the Bellagio Summit in November.This document reflects on the approach taken and summarises the views expressed

Educational Technology Topic Guide

This guide aims to contribute to what we know about the relationship between educational technology (edtech) and educational outcomes by addressing the following overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? It also offers recommendations to support advisors to strengthen the design, implementation and evaluation of programmes that use edtech. We define edtech as the use of digital or electronic technologies and materials to support teaching and learning. Recognising that technology alone does not enhance learning, evaluations must also consider how programmes are designed and implemented, how teachers are supported, how communities are developed and how outcomes are measured (see http://tel.ac.uk/about-3/, 2014). Effective edtech programmes are characterised by: a clear and specific curriculum focus the use of relevant curriculum materials a focus on teacher development and pedagogy evaluation mechanisms that go beyond outputs. These findings come from a wide range of technology use including: interactive radio instruction (IRI) classroom audio or video resources accessed via teachers’ mobile phones student tablets and eReaders computer-assisted learning (CAL) to supplement classroom teaching. However, there are also examples of large-scale investment in edtech – particularly computers for student use – that produce limited educational outcomes. We need to know more about: how to support teachers to develop appropriate, relevant practices using edtech how such practices are enacted in schools, and what factors contribute to or mitigate against successful outcomes. Recommendations: 1. Edtech programmes should focus on enabling educational change, not delivering technology. In doing so, programmes should provide adequate support for teachers and aim to capture changes in teaching practice and learning outcomes in evaluation. 2. Advisors should support proposals that further develop successful practices or that address gaps in evidence and understanding. 3. Advisors should discourage proposals that have an emphasis on technology over education, weak programmatic support or poor evaluation. 4. In design and evaluation, value-for-money metrics and cost-effectiveness analyses should be carried out

Optimal Income Tax Policy and Wage Subsidy

We show that in an imperfectly competitive economy, if the government cannot use wage subsidy, in a steady state and in the initial period the optimal labour income tax rate is zero. In an imperfectly competitive economy, since investment is primarily triggered by the motive to earn higher profits, over accumulation of capital induces suboptimal level of working hours. We argue that if the government is restricted to subsidize wage, the optimal policy should set zero tax on labour income which will encourage workers to increase working hours back to the optimal level.

Business Competitiveness Environment In Bangladesh (2005): Domestic Perceptions And Global Comparison

Business Competitiveness Environment, Business, Competitiveness Environment, Bangladesh

Business Competitiveness Environment In Bangladesh (2005) - Domestic Perceptions And Global Comparison

Although it is true that a liberal trade and investment policy is essential for attracting higher level of private investment, it is not a sufficient factor. Many developing countries (DCs) and least developed countries (LDCs) which have opened up their economies to a large extent and have in general put in place market friendly policies, but did not succeed in their bid to have significant foreign investment flow. The reason why broad macroeconomic policies, even when these appear to be liberal, do not get translated into favourable micro decisions by entrepreneurs is something that needs to be closely looked into. Policymakers in DCs and LDCs do not give as much attention to these missing links as they generally tend to give to putting the macro-framework right. Major objectives of this paper are to assess the competitiveness environment in Bangladesh by identifying the key bottlenecks and impediments which constrain proper functioning of the business sector, and also to come up with a set of policy recommendations to help policymakers and stakeholders prioritise the areas for improving economic governance in the country through focused initiative. The paper also attempts to situate Bangladesh in terms of growth and business competitiveness performance in the context of other countries, globally, for the year 2005 as compared to 2004.Bangladesh, Business Competetiveness

The Impact of Investment in IT on Economic Performance: Implications for Developing Countries

This paper reviews quantitative and qualitative evidence on the impact of IT on economic performance in developed and developing countries. Two strands of this literature are considered: the IT-productivity connection and the effects of IT on labor composition and the work environment. Policy implications for developing countries are considered.

Making Waves: Media's Potential for Girls in the Global South

There are around 600 million adolescent girls living in developing countries. Doubly marginalised because oftheir gender and age, many live a bleak existence -- excluded from access to basic public services, unable to shape the decisions that affect their lives and vulnerable to violence at home and on the street. Their voices often go unheard.Slowly, this is beginning to change. Over the past two decades girls have become a growing priority for the international development community. Investing in their health education and employment prospects is nowwidely considered to have an important ripple effect on other development outcomes such as economic growth and social equality. As a result, development assistance programmes that support girls' empowerment are now seen by many as not just the "right" thing to do, but a necessity Less well understood is where media fits into this equation The interplay between media and gender norms has long been recognised and a substantial literature explores how media affects girls in the Global North But against a backdrop of rapidly changing media landscapes -- characterised by increasing competition for audiences sensationalism and expanding access to new technologies -- the role that media plays in girls' lives in the Global South demands further examination.Drawing on expert interviews as well as insights from the media and development literature, this policy briefing seeks to fill this gap. It argues that media -- whether traditional or online -- matters a great deal in the lives of girls in the developing world. It matters because it has the ability to be harmful to girls' interests and self-esteem, and it matters because it can also be so effective in playing a positive role in girls' lives. Specifically, media can influence girls' aspirations and behaviours around their health and livelihoods open the door to greater participation in society and ensure that girls' issues move higher up the public agenda. If challenges around media access and control and the extent to which media organisations value girls as part of their audience, are addressed head on, media can play a vital role in helping to advance the wellbeing of adolescent girls in regions of the world where their interests have traditionally been most neglected