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Title: ICT for Teacher Professional Development in Uganda Findings from an Impact and Scalability Assessment
Issue: September 2006, Issue 17
DOT: dot-EDU
Summary: At the request of the Ministry of Education and Sports of Uganda, USAID funded an impact and scalability assessment of ICT for teacher professional development under the dot-EDU Leader Award managed by the Education Development Center (EDC). This article synthesizes the findings.
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Title: Deploying Low-Energy ICT A technical overview
Issue: February 2006, Issue 15
DOT: dot-EDU
Summary: This article is a follow up to a brief article that appeared in the December DOT-COMments, "Low- energy Internet for Education - Where Electricity is a Challenge", which described an effort to set up a low-power rural technology lab in Uganda. This article responds to requests from readers for a technical overview of the project.
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Title: Low-energy Internet for Education Where Electricity is a Challenge
Issue: December 2005, Issue 14
DOT: dot-EDU
Summary: On December 8, 2005, dot-EDU set up a low-cost, low-energy using lab in rural Uganda that may be just the solution for places where electrical problems (surges, brief cuts, and brownouts) tend to damage ICT equipment.
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Title: Gender Strategies in dot-ORG Projects
Issue: May 2005, Issue 11
DOT: dot-ORG
Summary: What do dot-ORG projects in Mali, Brazil, Macedonia and Uganda have in common beyond the fact that they all involve the provision of some form of information technology? They have all designed strategies that take gender into account, strategies that ensure that women have the same opportunities as men to access and utilize information technology.
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Title: Technology Centers in Ugandan Teacher Training Colleges Take Major Step toward Sustainability
Issue: January 2005, Issue 9
DOT: dot-EDU
Summary: The second phase of the Connect-ED project which started in October 2003 had a strong emphasis on ensuring the sustainability of computer labs. Until recent discussions and the decision of the Ministry of Education and Sports to allow the Primary Teachers Colleges (PTCs) to charge student fees for the labs, the PTCs alternative means for funding recurring costs once project funding ends were very limited.
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Title: Primary Teacher-Training gets Connect-ED in Uganda
Issue: Spring/Summer 2004, Issue 7
DOT: dot-EDU
Summary: Through the Connectivity for Educator Development (Connect-ED) project, USAID/Uganda is supporting the reform and expansion of the primary teacher-training program by providing computer access and training at eight core primary teacher colleges throughout Uganda.
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Title: Using Cellular Phones in Uganda for Rural Income Generation and More
Issue: Spring/Summer 2004, Issue 7
DOT: dot-ORG
Summary: Under the Village Phone Uganda (VPU) Project, Grameen Foundation USA has teamed up with MTN Uganda to extend cell phone coverage throughout rural Uganda. dot-ORG is working with Grameen on strategic planning, training and monitoring and evaluation of the program.
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Title: An Innovative Approach to ICT and Telecom Regulation and Policy in Africa
Issue: Fall 2003, Issue 5
DOT: dot-GOV
Summary: Academics, regulators, policymakers and operators from 17 nations met during the last week of May and the first week of June, 2003 in Gaborone, Botswana, to mark the inauguration of NetTel Safari, a two week conference hosted by the NetTel@Africa (Network for Capacity Building and Knowledge Exchange in the Telecommunications Sector) Project.
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Title: Applying the Bangladesh Village Phone Program to Uganda in support of Women Entrepreneurs
Issue: Fall 2003, Issue 5
DOT: dot-ORG
Summary: The Academy for Educational Development/dot-ORG, Mobile Telephone Network (MTN) Uganda, a network of microfinance institutions, and the Grameen Technology Center along with its other investors, are partnering to launch Village Phone Uganda (VPU).
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Title: Strategies to Cross the Gender Digital Divide
Issue: Summer 2003, Issue 4
DOT: DOT-COM
Summary: Information and communication technology (ICT) offers potent tools to overcome obstacles women and girls typically face, and opens new opportunities in education, political participation, health care, and income generation. For example, ICT bridges communication barriers by allowing women to access many of these opportunities without having to leave their homes, villages, or communities. To realize this potential, ICT activities must recognize and address gender differences that affect ICT access, usage, and benefits. Recognition of these barriers starts at the policy level and continues through to final evaluation. Without such explicit consideration of gender equity, ICT activities may inadvertently exacerbate rather than bridge the gender digital divide.
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| Core funding for the DOT-COM Alliance is provided by the United States Agency for International Development (USAID), Bureau for Economic Growth, Agriculture & Trade, Office of Infrastructure and Engineering (EGAT/OI&E), Office of Education (EGAT/ED), and Office of Women in Development (EGAT/WID), under the terms of Award numbers: GDG-A-00-01-00009-00, dot-GOV; GDG-A-00-01-00014-00, dot-ORG; GDG-A-00-01-00011-00, dot-EDU. |
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The views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.
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Issue 19: March 2007
