IEOM Conference June 2021
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First Central American and Caribbean Conference on Insdutrial Engineering and Operations Management 15-16 June 2021
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The document discusses the importance of the International Day for Universal Access to Information (IDUAI) for advancing open access and the global open knowledge movement. It notes that IDUAI advocates for inclusive knowledge societies and accessibility and openness of information. The day highlights the need for universal access to information as a basic human right and important for achieving the UN Sustainable Development Goals. The document argues that open access to information and knowledge sharing is critical for STEM education globally and addressing issues like climate change and development challenges, but there are still disparities in access and participation from the global south.
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The document discusses using information and communication technologies (ICT) to promote development and education for people with disabilities in Vietnam and other developing nations. It provides details on ICT4D programs run by CRS Vietnam that provide IT vocational training to disabled students. These programs aim to increase employment opportunities for people with disabilities by teaching skills like computer literacy. The document also discusses partnerships between CRS and organizations like Bridge International Academies to improve inclusive education in places like Nairobi through initiatives like using tablets and other technologies in classrooms.
Chile Role For Government (Robert Pepper-CISCO)
This document discusses Chile's position regarding broadband and information and communication technologies (ICT) and appropriate roles for the government. Chile is a regional leader in Latin America but lags global leaders. While Chile has a strong foundation, there is significant opportunity for growth. The document recommends that the government drive competition and investment, fill gaps in unserved areas, and provide leadership, while leveraging Chile's market advantages and fostering public-private partnerships.
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IDUAI Making Information Accesible
The document discusses the importance of the International Day for Universal Access to Information (IDUAI) for advancing open access and the global open knowledge movement. It notes that IDUAI advocates for inclusive knowledge societies and accessibility and openness of information. The day highlights the need for universal access to information as a basic human right and important for achieving the UN Sustainable Development Goals. The document argues that open access to information and knowledge sharing is critical for STEM education globally and addressing issues like climate change and development challenges, but there are still disparities in access and participation from the global south.
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Chile Role For Government (Robert Pepper-CISCO)
This document discusses Chile's position regarding broadband and information and communication technologies (ICT) and appropriate roles for the government. Chile is a regional leader in Latin America but lags global leaders. While Chile has a strong foundation, there is significant opportunity for growth. The document recommends that the government drive competition and investment, fill gaps in unserved areas, and provide leadership, while leveraging Chile's market advantages and fostering public-private partnerships.
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The document summarizes key takeaways from a discussion on how open data could contribute to poverty eradication in Kenya and Uganda. There are several main points:
1) Open data can help with resource allocation and poverty reduction by providing statistics on services, access, and demand. Data needs to be more accessible and relevant to needs.
2) Technological advances in both countries provide opportunities to increase data access and awareness, while demographic and cultural shifts also support more open data.
3) While some government data is collected, it often goes unused. More needs to be done to transform data into usable information to support development goals.
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1) The document discusses policy coherence in education and development towards a knowledge society in Mauritius. It outlines Mauritius' education system from primary to tertiary levels and goals to increase access to education.
2) It considers four possible future scenarios for Mauritius' education pillar - growth, constraint, collapse, and transformation. The transformation scenario envisions schools without walls using interactive digital curriculum.
3) A policy coherence framework is proposed to coordinate funding, innovations, curriculum, qualifications, and ICT infrastructure across education levels to support Mauritius' knowledge society goals.
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ets digital divide.pptx
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IDUAI Making Information Accesible
The document discusses the importance of the International Day for Universal Access to Information (IDUAI) for advancing open access and the global open knowledge movement. It notes that while information consumption is growing rapidly, significant knowledge challenges remain, including lack of access in many parts of the world. Promoting STEM education and open access to scientific information is crucial for achieving the UN's Sustainable Development Goals. However, less than 30% of global research is currently openly available. The document argues that overcoming disparities in STEM education and access to information will require advocacy, capacity building, knowledge sharing platforms, and new approaches that prioritize openness and inclusion.
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The document discusses the importance of information and communication technologies (ICTs) for youth development globally. It notes that while ICT access has benefited many youth, significant digital divides remain, particularly for those in developing countries where broadband access often costs over half of average monthly income. The United Nations and other organizations are working to promote universal and equitable ICT access for youth to foster social inclusion and bridge divides. Effective policies are needed to strengthen ICT infrastructure, incorporate technology into education, and ensure affordable connectivity for all youth worldwide.Day 2 C2C - USAASA Engaging Africa's Youth
Lumko Mtimde, CEO of USAASA, presented on engaging Africa's youth through digital opportunities. The presentation outlined USAASA's legislative mandate to promote universal access and service. It discussed national policies like the NDP, New Growth Path, and SIP 15 that aim to expand ICT infrastructure and access. The presentation noted youth face high unemployment and described how ICTs can create jobs in sectors like agriculture, health, and offshore services. It explained South Africa's SA Connect strategy to improve broadband accessibility and affordability. The presentation concluded by describing USAASA's initiatives to provide digital skills training and integrate ICTs in education to develop youth for employment and entrepreneurship opportunities in the digital economy.
digital divide.pptx
The document discusses the digital divide, which refers to unequal access to modern digital technologies between countries, communities, and socioeconomic groups. It notes that the divide exists between developed and developing nations as well as within countries based on factors like age, location, and income. Several initiatives and programs in India and Tamil Nadu aim to address obstacles to digital access and promote digital literacy to help bridge the divide. Case studies on efforts in Kenya, India, and regarding language highlight strategies to increase access to education and skills training during the pandemic.
Gender Impact of ICT in Education
Gender is an important issue in the context of information and communication technologies ICT . Studies show that ICT use is subject to gender bias, e.g. in relation to ICT use and interests. This contribution describes the current situation of gender and ICT professions. Based on an empirical study, it shows particular areas in ICT education that suffer from gender inequalities in both countries. Furthermore, the chapter elaborates how gender inequalities develop from secondary to professional ICT careers based on statistics. As a consequence of recession driven economic development, the information and communication technology sector has weakened in recent years in OECD countries. Still, an ICT growth of about 4 percent was observed in 2008. Although there was a decrease in 2009 due to the current financial crisis, a general upturn is expected in the long term because of constant development of the ICT services, software, products for Internet use and communication, and infrastructure. The ICT skills of the work force contribute to the growth the overall share of employees in ICT specialist occupations is 4 percent and increasing rapidly, and 20 percent of employment relates to occupations that use ICT extensively.Even though information and communication technology ICT is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A comprehensive search of eight journal databases and a specific selection criterion was carried out to exclude articles that match our stated exclusion criteria. We included 42 peer reviewed empirical publications and conference proceedings published between 2006 and 2020. For a subsample of studies, we performed a small scale meta analysis to quantify possible gender differences in ICT use and skills. A random effects model uncovered a small and positive, yet not significant, effect size in favor of boys g = 0.17, 95 CI 0.01, 0.36 . However, this finding needs to be further backed by large scale meta analyses, including more study samples and a broader set of ICT use and skills measures. We highlight several concerns that should be addressed and more thoroughly in collaboration with one another to better IT skills and inspire new policies to increase the quality of ICT use. Archana Sahare "Gender Impact of ICT in Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51814.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/51814/gender-impact-of-ict-in-education/archana-sahare
digital divide.pptx
The document discusses the digital divide, which refers to unequal access to and use of modern digital technologies between different groups and regions. It notes that the divide exists between countries, demographic groups, and economic areas due to differences in availability and access to technology. Several factors can influence an individual's experience of the digital divide, such as age, socioeconomic status, and location. While internet access is commonly associated with the digital divide, it also refers more broadly to access to technologies like phones, televisions, computers, and the internet. The digital divide is observed at national, international, and global levels. At the international level, it describes differences between developed and developing countries in their access to and use of technology. Overcoming the digital
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ifad aom ppt
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Public Administration Counrry Studies
The United Nations Public Administration Country Studies (UNPACs) provides knowledge resources through a web-based platform to support United Nations member states' efforts to improve public administration and development management. UNPACs shares information, best practices, and innovative approaches across six thematic areas related to public administration for 192 UN member states. The platform aims to facilitate knowledge transfer and information dissemination to support effective governance.
Development as Freedom in a Digital Age
This presentation summarized the main findings of the recent publication Development as Freedom in a Digital Age. It provides an overview( i) the alternative impact evaluation framework of information and communications technologies on development based on Amartya Sen's capability approach and (ii) presents empirical evidence from rural Bolivia on the conditions under which ICTs can reduce poverty and empower local communities. The book addresses the following main issues (i) what is the impact of ICTs on the well-being of poor communities? (ii) how to evaluate the impact of ICTs on development from a human development perspective? (iii) which factors influence the successful implementation of ICT programs?
Drt discussion highlights
The document summarizes key takeaways from a discussion on how open data could contribute to poverty eradication in Kenya and Uganda. There are several main points:
1) Open data can help with resource allocation and poverty reduction by providing statistics on services, access, and demand. Data needs to be more accessible and relevant to needs.
2) Technological advances in both countries provide opportunities to increase data access and awareness, while demographic and cultural shifts also support more open data.
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1) The document discusses policy coherence in education and development towards a knowledge society in Mauritius. It outlines Mauritius' education system from primary to tertiary levels and goals to increase access to education.
2) It considers four possible future scenarios for Mauritius' education pillar - growth, constraint, collapse, and transformation. The transformation scenario envisions schools without walls using interactive digital curriculum.
3) A policy coherence framework is proposed to coordinate funding, innovations, curriculum, qualifications, and ICT infrastructure across education levels to support Mauritius' knowledge society goals.
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Short presentation by Peter Simlinger and Veronika Egger on the role of information design for conveying complex issues and supporting decision making. Brief introduction to information design and possible applications in the context of the Global Project on Measuring the Progress of Societies.
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This document presents a framework for analyzing alternative policies for integrating information and communication technologies (ICT) into education. It outlines four strategic policy rationales for ICT in education: supporting economic growth, promoting social development, advancing education reform, and supporting education management. It also describes five operational policy components: infrastructure development, teacher training, technical support, pedagogical/curricular change, and content development. The document provides examples of countries that have combined rationales and used them to guide the formulation of national ICT plans in education.
Kenya's open data journey ce dem14
The document discusses challenges facing Kenya's open data initiative from 2012-2014. It notes that the open data portal saw little usage from developers, media or the public due to issues like "data hugging" by government agencies, lack of demand and interest, insufficient political and government support, lack of digital access and skills, and low awareness of open data. It proposes addressing these challenges through improved outreach, demand-driven engagement, co-creation of open data policies, and monitoring and evaluation of open data programs and impact.
Fred samuel, tech change preso may 8th 2013
The document summarizes the development of Vanuatu's National ICT Policy. It provides background on ICTs and their importance for development. It outlines objectives of the policy including promoting economic growth, education, and governance. It also reviews Vanuatu's existing ICT infrastructure developments, legal frameworks, and examples of ICT initiatives and their impacts in sectors like education, banking, and government services.
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The document discusses investing in information and communication technologies (ICTs) in emerging markets. It notes that while emerging economies were less impacted by the global economic crisis, the ICT industry still faces challenges accessing capital and maintaining revenue growth. ICT spending represents a large percentage of global GDP. The document outlines trends in ICT investment in emerging markets, challenges to infrastructure development, and models for investing in underserved areas to promote further growth opportunities.
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The document proposes a Technology Acquisition Fund (TAF) to help finance infrastructural development in developing nations. The TAF would collect tax-deductible contributions from major technology companies given the industry's significant growth. It estimates developing nations require $93-175 billion annually for infrastructure but only receive $40-83 billion currently. The TAF would identify viable development projects to fund using proceeds from technology product sales and services. Challenges include getting government adoption and regulations, matching funds to specific nations, and reluctance of tech companies to contribute.
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Intro into origins and concept of multistakeholder approach to Internet governance; @Middle East and Adjoining Countries School on Internet Governance
2014-5-26, Kuwait
WSIS10 Action Line C7 e-Government Lead Facilitator: UNDESA
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Ketels, C. - Regional competitiveness and clusters - Christian Ketels, BCG H...
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The document discusses the digital divide, which refers to the gap between those who have access to modern digital technologies and the internet versus those who do not. It provides background on the term and explains that the divide exists between countries, demographic groups, and economic areas for various technical, social, and economic reasons. The document then discusses what constitutes the digital divide, including differences in access to technologies like computers, phones, TVs and the internet. It also explains obstacles to accessing technologies like physical infrastructure limitations, financial costs, lack of digital skills, and political restrictions in some countries. The global digital divide and differences in internet access between developed and developing nations are examined. Current initiatives in India and Tamil Nadu to address the digital divide are
IDUAI Making Information Accesible
The document discusses the importance of the International Day for Universal Access to Information (IDUAI) for advancing open access and the global open knowledge movement. It notes that while information consumption is growing rapidly, significant knowledge challenges remain, including lack of access in many parts of the world. Promoting STEM education and open access to scientific information is crucial for achieving the UN's Sustainable Development Goals. However, less than 30% of global research is currently openly available. The document argues that overcoming disparities in STEM education and access to information will require advocacy, capacity building, knowledge sharing platforms, and new approaches that prioritize openness and inclusion.
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Lumko Mtimde, CEO of USAASA, presented on engaging Africa's youth through digital opportunities. The presentation outlined USAASA's legislative mandate to promote universal access and service. It discussed national policies like the NDP, New Growth Path, and SIP 15 that aim to expand ICT infrastructure and access. The presentation noted youth face high unemployment and described how ICTs can create jobs in sectors like agriculture, health, and offshore services. It explained South Africa's SA Connect strategy to improve broadband accessibility and affordability. The presentation concluded by describing USAASA's initiatives to provide digital skills training and integrate ICTs in education to develop youth for employment and entrepreneurship opportunities in the digital economy.
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The document discusses the digital divide, which refers to unequal access to modern digital technologies between countries, communities, and socioeconomic groups. It notes that the divide exists between developed and developing nations as well as within countries based on factors like age, location, and income. Several initiatives and programs in India and Tamil Nadu aim to address obstacles to digital access and promote digital literacy to help bridge the divide. Case studies on efforts in Kenya, India, and regarding language highlight strategies to increase access to education and skills training during the pandemic.
Gender Impact of ICT in Education
Gender is an important issue in the context of information and communication technologies ICT . Studies show that ICT use is subject to gender bias, e.g. in relation to ICT use and interests. This contribution describes the current situation of gender and ICT professions. Based on an empirical study, it shows particular areas in ICT education that suffer from gender inequalities in both countries. Furthermore, the chapter elaborates how gender inequalities develop from secondary to professional ICT careers based on statistics. As a consequence of recession driven economic development, the information and communication technology sector has weakened in recent years in OECD countries. Still, an ICT growth of about 4 percent was observed in 2008. Although there was a decrease in 2009 due to the current financial crisis, a general upturn is expected in the long term because of constant development of the ICT services, software, products for Internet use and communication, and infrastructure. The ICT skills of the work force contribute to the growth the overall share of employees in ICT specialist occupations is 4 percent and increasing rapidly, and 20 percent of employment relates to occupations that use ICT extensively.Even though information and communication technology ICT is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A comprehensive search of eight journal databases and a specific selection criterion was carried out to exclude articles that match our stated exclusion criteria. We included 42 peer reviewed empirical publications and conference proceedings published between 2006 and 2020. For a subsample of studies, we performed a small scale meta analysis to quantify possible gender differences in ICT use and skills. A random effects model uncovered a small and positive, yet not significant, effect size in favor of boys g = 0.17, 95 CI 0.01, 0.36 . However, this finding needs to be further backed by large scale meta analyses, including more study samples and a broader set of ICT use and skills measures. We highlight several concerns that should be addressed and more thoroughly in collaboration with one another to better IT skills and inspire new policies to increase the quality of ICT use. Archana Sahare "Gender Impact of ICT in Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51814.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/51814/gender-impact-of-ict-in-education/archana-sahare
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The document discusses the digital divide, which refers to unequal access to and use of modern digital technologies between different groups and regions. It notes that the divide exists between countries, demographic groups, and economic areas due to differences in availability and access to technology. Several factors can influence an individual's experience of the digital divide, such as age, socioeconomic status, and location. While internet access is commonly associated with the digital divide, it also refers more broadly to access to technologies like phones, televisions, computers, and the internet. The digital divide is observed at national, international, and global levels. At the international level, it describes differences between developed and developing countries in their access to and use of technology. Overcoming the digital
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The document discusses the role of ICTs in promoting entrepreneurship in ACP countries. It outlines that ICTs have the potential to (1) open opportunities, support private sector development, and favor rural economic activities. However, constraints include lack of infrastructure, skills, and enabling policies. CTA works to encourage young entrepreneurs through competitions and support women's ICT initiatives. The way forward includes establishing enabling policies, improving access to affordable ICTs, and upscaling best practices to contribute to sustainable rural growth.Information Technology in Rural India
Electrical Engineering,Mechanical Engineering,Computer Science & Engineering,Artificial Intelligence,Material Science,Mathematicse,Applied physics,Applied Chemistry,Electronics Engineering,Instrumentation Engineering,Civil Engineering,Earth quake Engineering,Structural engineering,
UNESCO ITU Financing and Infrastructure Investments.pdf
The document discusses financing frameworks and policies for hybrid learning. It recommends that financing frameworks for hybrid learning should be based on principles of putting learners and educators first, ensuring equitable access, and taking a holistic and comprehensive approach. It also provides an example from Nigeria, which is working to transform its education system as part of a broader digital transformation strategy, but faces challenges including limited connectivity, a digital divide, and lack of technology integration in schools.
.W2000 09.05-ict-e
This document summarizes a report on gender equality and empowerment of women through information and communication technologies (ICT). It discusses how ICT can promote development but the benefits have been uneven, with a "digital divide" between men and women in access to technology. While ICT could potentially exacerbate inequalities, addressing the gender gap in access and skills can empower women. The document reviews UN efforts since 1995 to promote women's participation in ICT and identifies strategies to close the gender divide.
Gender equality and empowerment of women through ICT
Gender equality and empowerment of women through ICT “The so-called digital divide is actually several gaps in one. There is a technological divide great gaps in infrastructure. There is a content divide. A lot of web-based information is simply not relevant to the real needs of people. And nearly 70 per cent of the world’s websites are in English, at times crowding out local voices and views.
There is a gender divide, with women and girls enjoying less access to information technology Introduction ICT and development The role of Information and Communication Technologies (ICT) as a tool for development has attracted the sustained attention of the United Nations over recent years. Strategic partnerships have been developed with donors, the private sector and civil society, and working groups and task forces have been established to enhance inter-agency collaboration throughout the United Nations system. In 2000, the Economic and Social Council adopted a Ministerial Declaration on the role of information technology in the context of a knowledge-based economy.
In 2001, the Secretary-General established a high-level Information and Communication Technologies Task Force to provide overall leadership to the United Nations on the formulation of strategies to put ICT at the service of development.2 The Millennium Declaration adopted in 2000 underscored the urgency of ensuring that the benefits of new technologies, especially ICT, are made available to all. To achieve this goal, a United Nations World Summit on the Information Society (WSIS) was planned in two phases. The first phase, the Geneva Summit in December 2003, aimed to develop political will and to establish the foundations for an Information Society for all.
In total, 175 Governments endorsed the Declaration of Principles3 and Plan of Action at the first phase.4 The second phase of WSIS is planned for November 2005 in Tunis. Information and Communication Technologies comprise a complex and heterogeneous set of goods, applications and services used to produce, process, distribute and transform information.
ICT for service delivery in Rural India –scope, challenges and present scenario
The present era of globalization is based on knowledge and information as it directly affects the
economic, social, cultural and political activities of all the regions of the world. Governments worldwide have
realized the role that Information and Communication Technologies (ICT’s) can play in socio-economic
development and India is no exception to this. Majority of Indian population resides in rural areas and their
isolation has restricted them from contributing to the national mainstream, adversely affecting the country’s
growth. Even after 60 years of independence, rural India has remained poor while the remaining country has
developed by leaps and bounds. Rural India is regarded information-poor and characterized by severe poverty,
illiteracy, lack of health services, lack of employment and overall backwardness. Only the proper
implementation of ICT’s can play a pivotal role in their overall development, especially in the sectors of health,
education and government services. To supplement ICT service delivery, Government of India has the National
IT Policy in place and is also on the verge of launching the massive Digital India programme. But this requires
dauntless will power & confidence, effective monitoring, local services & technology combined with lots of hard
work.
B017611215
This document discusses the scope and potential of using information and communication technologies (ICTs) to improve service delivery in rural India. It outlines some of the key challenges, including lack of adequate infrastructure and broadband connectivity in rural areas. It then describes several sectors where ICTs could make a significant impact, such as education through e-learning tools, healthcare via telemedicine and online medical records, agriculture by providing farmers access to market data and best practices, and e-governance to improve access to government services. While India has made efforts such as the National IT Policy and Digital India program, fully realizing ICT's benefits will require addressing issues of affordability, relevance of content, capacity building, and public-private partnerships.
Professor Geert Duysters English Version
The document discusses the role of information and communication technologies (ICT) and multinational companies in achieving the United Nations Millennium Development Goals. It outlines the eight Millennium Goals, including eradicating poverty and hunger, achieving universal primary education, reducing child and maternal mortality, and developing global partnerships. Goal 8 specifically calls for making new technologies available to developing countries. The document argues that multinational companies can play an important role by investing in infrastructure, knowledge sharing, and partnerships with local actors. A new approach is needed that focuses on innovations to reduce inequality and brings together governments, NGOs, businesses, and local communities.
Going Digital: Shaping Policies, Improving Lives
Selected infographics from the synthesis report of the OECD Going Digital project: www.oecd.org/going-digital
Information & communication technologies for sustainable human developmen...
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Literacy for a human centred recovery
The document discusses literacy and digital skills in Cameroon in the context of COVID-19. It defines literacy and notes that over 750 million youth and adults globally cannot read or write. Literacy rates in Cameroon are outlined, showing adult illiteracy at over 3 million. Challenges to attaining literacy goals include limited connectivity and infrastructure for distance learning during COVID-19. The document advocates for diversified distance learning solutions and narrowing the digital divide. It analyzes Cameroon's readiness for literacy programs based on technology access data. Different learning modes are proposed to widen literacy access. Efforts by the Ministry of Basic Education to address these issues through online platforms and printed lessons are also described.
Internet & ICT4D
The document discusses ICT4D (Information and Communication Technologies for Development), including its definition, goals of development, and how ICT can contribute to development through information and communication. It outlines the evolution of ICT4D in three phases and discusses targets set by the World Summit on the Information Society. Examples of ICT4D projects are provided. The document also examines approaches to measuring ICT development and the digital divide between countries.
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IEOM Conference June 2021
- 1. Vantz Brutus CEO Nextep Communication Teaching Graphic Design and Digital Communication | June 16, 2021
- 2. First Central American and Caribbean Conference on Insdutrial Engineering and Operations Management Vantz BrutusCEO Nextep Communication
- 3. "InformationTechnology and Information Systems" How Haiti can use information technologies as a lever for development? ByVantz BrutusCEO Nextep Communication
- 4. • Haiti General Overview • Structural Challenges • Opportunities • Perspective ByVantz BrutusCEO Nextep Communication Presentation plan
- 6. Haiti Internet access, 37.3% LAC average 64.13% By Vantz Brutus CEO Nextep Communication General Overview, INTERNET Statista 2020 79 percent of school-age children in Haiti do not have an Internet connection at home, according to a joint report released in December 2020 by UNICEF and the International Telecommunications Union (ITU).
- 7. Haiti Energy 2019 45.4% LAC average 92% By Vantz Brutus CEO Nextep Communication General Overview, ENERGY World Bank | Dataworldbank.org
- 8. • Lack of political vision to make information technology a pole of economic development; • No framework law or regulation adapted to the telecommunications and information technology sector.The only law in force dates from 1977; • Lack of technological infrastructure. Haiti has only 8000km of fiber optics for more than 27000km2; • The lack of ambition and the lack of investment from the private sector which is possibly related to the lack of local purchasing power. Structural Challenges
- 9. • Curious and intelligent youth [In Haiti, 54 percent of the population is under the age of 25, with 31 percent in the 10 to 24 age category. (UNICEF 2019)] • The growing interest for the jobs related to the new technologies of information and communication because of covid19 in particular; • Innovative initiatives for the promotion of information technologies and information systems such as HaitiTech Summit, Ayiti Analytics, BANJ, ISOC Haiti,Transversal, HaitiCyberCon, ESIH, Nextep Communication Communication etc. Opportunities
- 10. • With political will and an ambitious vision Haiti can consider reforming the national education system and adapting it to the needs of the time; with the introduction of computer science as a basic course at all levels, subsidy of school tablets and computers for students and national innovation competitions to foster competitiveness and creativity. • Information technology can be used for mass education to help Haiti catch up on its development; • Haiti can also make the choice to train his youth to grab opportunities of remote work at the international level. Perspectives
- 11. THANK YOU ByVantz BrutusCEO Nextep Communication