- Dear All,
- We like to inform the list that SDNP Bangladesh has established several telecentres across the country. A few of them has been established around the coastal belt of Bangladesh focusing disaster preparedness, others are acting as multipurpose village information centres. On behalf of SDNP BD we support the Telecentre initiative from WSIS.
- Best regards.
- Hakik.
- --------- Mensagem Original --------
- From: "Andy Carvin" <[EMAIL PROTECTED]>
- To: "[email protected]" <[email protected]>
- Subject: [Telecentres] requesting immediate feedback: telecentres/education statement
- Date: 22/02/05 18:44
- Hi everyone,
- I've been working with Divina Frau-Meigs and Jane Johnson from the
- education caucus to craft language to be presented in tomorrow morning's
- plenary. As we wrote down our ideas, we realized that much of what we had
- to say was similar to some of the ideas we have discussed on the
- telecentres list.
- So I would like to propose that we consider issuing a joint statement with
- the education caucus on areas of agreement regarding the role of schools,
- universities and telecentres in meeting the MDGs. Please give me feedback
- on the following ideas as soon as possible, because our telecentres meeting
- tomorrow afternoon will be too late in the process to impact the discussion
- on financing mechanisms. thanks! -ac
- ICTs are a key tool in achieving universal education, while wired schools
- and non-formal learning institutions such telecenters can play a major role
- in promoting development.
- 1. When considering financing mechanisms, do not neglect the role that
- schools, universities and informal educational institutions such as
- telecentres an play as a community hub for building knowledge and
- integrating marginalized communities into the information society.
- Schools, libraries and other institutions are existing infrastructures that
- focus on the future -- the potential of our children and young people.
- Young people should be a priority for accessing these educational ICTs as
- they cannot afford to wait for policymakers; their longterm prosperity is
- at stake.
- 2. It's not enough to finance infrastructure - professional development for
- educators and curriculum development must also be addressed - curriculum
- that is linguistically and culturally appropriate, including open
- courseware.
- 3. Multi-purpose access points: schools should be able to serve as
- telecentres, while telecentres can serve as educational institutions in
- themselves
- 4. Encouraging local/community vested interest in the success of these
- institutions. Community members must have a true stake in their
- technological and educational development.
- 5. Promote the development of regional open courseware initiatives as a
- primary means for cultural and linguistic diversity, for pluralism of
- educational formats. These initiatives should be networked for worldwide
- capacity building.
- -------------------------------------------------
- Andy Carvin
- Program Director
- EDC Center for Media & Community
- acarvin @ edc . org
- http://www.digitaldividenetwork.org
- http://www.edwebproject.org/andy/blog/
- -------------------------------------------------
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- We like to inform the list that SDNP Bangladesh has established several telecentres across the country. A few of them has been established around the coastal belt of Bangladesh focusing disaster preparedness, others are acting as multipurpose village information centres. On behalf of SDNP BD we support the Telecentre initiative from WSIS.
Project Coordinator
SDNP Bangladesh.
email: [EMAIL PROTECTED],[EMAIL PROTECTED]
web: www.sdnbd.org, www.hakik.org
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