Eye on ICT Blog

31 March 2011

Linking Skills and Technology to Economic Development

Ghana Skills and Technology Development Project Over the past twelve months GeSCI has been working closely with the Council for Technical and Vocational Education and Training (COTVET) and the World Bank in the development of a project aimed at supporting the Government of Ghana’s commitment to enhancing private sector competitiveness. The project underscores the Government’s commitment to providing relevant training demanded by small- and medium-sized enterprises (SMEs) in the informal sector to improve labor productivity in the form of broad skills and competencies training. It is within this context that the Ghana Skills and Technology Development Project (GSTDP) has been developed. The national project, which will be partially financed by the World Bank, reports to multiple ministries and agencies responsible for skills and technology development. It will be implemented by the COTVET. The proposed GSTDP will address the government’s priority of human capital development by combining interventions to improve the institutional framework and overall capacities of the TVET and STI systems, with targeted programs to provide skills and technology to industries. continue reading >

16 March 2011

ICT in Schools

Wayan Vota opens the first round of Edutech debates in 2011 with the question: Are ICT investments in schools an education revolution or a fool’s errand? He continues by asking whether ICT can as profoundly change education as it has done civilisation. Can the two even be separated? If ICT cannot ‘profoundly’ impact education as it has done civilisation, then surely that says more about the relevance of the education system than that of the technology. The first guest discussant was Kentaro Toyama, a researcher in the School of Information at the University of California, Berkeley, who believes that technology ‘makes bad schools worse’. The premise of his pessimistic stance is that educational improvement in underperforming schools and institutions should focus on the teacher and administrators. Toyama sees them providing the motivation upon which learners depend to achieve education goals – something technology can never do in his view. Toyama chronicles a bleak history of ICT in the classroom from the 1920s. continue reading >



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