Michael et al,
Some mention of the role of volunteers needs to be acknowledged and valued somewhere within these recommendations.
Here is Western Australia thousands of volunteers work in Telecentres throughout the State and barely get mentioned! Their labour is worth millions of dollars a year in wages and resources and their contribution factored into to funding proposals, particularly where 'in-kind' contributions are called for, to make up the case for funding.
It would be wonderful if we could get multiplier effect of 1.5 to 2 recognised as the 'worth' at least of this energy and commitment by volunteers.
So may I suggest a point g:
g. That all volunteer contributions to telecentres be valued by implementation of a multiplier effect value, calculated on estimated telecentre activity worth e.g. QV = (I + A - E) * ME
where:
QV =
Qualitative Value I =
Income A =
Assets E =
Expenditure ME =
Multiplier Effect (volunteer value)Hope this makes sense,
Cheers,
Gill:-)!~
Dr.Gillian Sellar Managing Director 1 < 2 > 1 Education, Software and IT PTL PO Box 170 Denmark 6333 Western Australia ph/fax: +61 08 98482865 mob:0417 953 489 [EMAIL PROTECTED] http://www.albanygateway.com.au/Member/1_2_1_Education_Software_and_IT/
----- Original Message ----- From: "Gurstein, Michael" <[EMAIL PROTECTED]>
To: "Andy Carvin" <[EMAIL PROTECTED]>; <[email protected]>
Cc: <[EMAIL PROTECTED]>; <[EMAIL PROTECTED]>
Sent: Tuesday, February 22, 2005 10:36 PM
Subject: [CI] RE: [Telecentres] requesting immediate feedback: telecentres/educationstatement
Andy,
Thanks for this opportunity and I've forwarded this to the Community Informatics CIResearchers elists where there will likely be some additional interest and response...
I'd like to contribute a few points as well, although I'm not sure from your note as to whether this might be the appropriate place to introduce these...
I think that mention should be made of the need for: 1. funding for bottom up and self or community organized ICT initiatives
2. support for local content development including training, applications development, market development
3. the means to utilize ICTs as supports to citizenship and e-participation including in exercises such as the WSIS and particularly in any agency or institution created as a follow up to the WSIS.
4. an "effective use" approach to public investments in ICTs for Development at the local level, that is one which focusses on locally significant/valuable ICT application areas such as learning, health, local economic development, emergency and disaster management, environmental management among others. An "effective use" approach is one that ensures that the range of elements required for successful implementation of an application at the local level are recognized and supported and including a. Carriage facilities - the telecommunications service infrastructure is needed to support the application being undertaken? b. Input/output devices - the devices (computers, pda's, etc.) which users need to undertake the particular activity? c. Tools and supports - the software, physical supports, protocols, service supports required? d. Content services - specifically designed content needed for particular application areas including in local languages and for various levels of literacy (or non-literacy)? e. Service access/provision - an appropriate and supportive social and organizational infrastructure, links to local social networks, para-professionals, training facilities are necessary for the particular use being developed? f. Social facilitation - the local regional authorities/resources, community and environmental infrastructure, training, animation required to locally enable the desired application or use? and g. Governance - the required financing, regulatory or policy regime, either for governance of the application or to enable the implementation and long term sustainability of the application within the broader national, regional and local legal or regulatory systems?
Hope this helps,
MG
Michael Gurstein, Ph.D.
(for information only and does not imply organizational endorsement) Member Advisory Board: Telecenters of the Americas; Member Advisory Board Association for Community Networking; Board Member Telecommunities Canada; Board Member Carrefours Mondial; Foundation Chair Community Informatics Research Network
-----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Andy Carvin Sent: February 22, 2005 1:36 PM To: [email protected] Subject: [Telecentres] requesting immediate feedback: telecentres/educationstatement
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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