Friday, October 13, 2006
BUILDING INNOVATIVE KNOWLEDGE SOCIETIES
Innovative knowledge societies depend on education and an S&T base. The particular mix of capabilities needed to take advantage of ICTs will be different in each developing country. This is a major area for policy action and the involvement of all stakeholders in society. The balance of capabilities that will enable production, maintenance, or use of ICT systems and applications is unique to each country. Nevertheless, all countries need to build a broad base of technological and social capabilities.
ICTs offer new opportunities for social and economic transformation. In the industrialized countries, these transformations are evident in the ways new forms of learning give rise to innovative knowledge networks for the creation and exchange of information. Although ICTs offer new techniques for acquiring digital information, this information is of little use in developing countries if it cannot be transformed into knowledge relevant to development.
New modes of producing and exchanging knowledge, with knowledge produced in the context of its application, have profound implications for developing countries. The new modes are creating potential problems for existing educational and scientific-research institutions. Without changes in these institutions’ approaches, many developing countries risk finding themselves locked into a mode of knowledge production that is increasingly less relevant to their specific technical, scientific, and economic needs.
Evidence from both industrialized New skills are needed to make creative use of ICTs. English remains the predominant language in ICT applications. It is also the dominant language of the Internet, reflecting the strong North American presence and the Anglo-Saxon bias of this medium. Fluency in English is becoming an important skill in the use of ICTs.
Three other types of skills are particularly relevant to effective use of ICTs. First, participatory skills can help in networked communication and information sharing. Second, facilitating skills are needed to support the design, implementation, and maintenance of new communication networks and ICTs requiring technical skills for installation, user training, and maintenance. Third, control skills are needed to manage increasingly sophisticated communication networks and information services and applications.
The least-developed countries face many pressures when they seek to accumulate these new skills. Even when facilities exist to support the acquisition of formal skills, these countries need informal-learning opportunities to upgrade the skills base. Trainers with the necessary skills are often in short supply because of the high demand. FInformal and formal training is essential to the development of the skills base for future innovative knowledge societies. In view of the growth in the world’s population, providing the necessary skills training and learning opportunities is a tremendous challenge. The high proportion of young people in developing countries means a rising demand for qualified teachers. Developing countries need to adopt measures to retain students in the educational system or in the types of employment that offer them effective learning, and the new ICTs can support these measures.
By and large the use of ICT building innovative knowledge to the Nigerian contex is very significance as nowthe wold is going into ICT compliance and its used can never be emphases in this small chapter. we can see some of its importance interm of education sector where presently the registration of senior secondary school certificte examiniantion are registered online. therefore there is a great need for the government of nigeria to look as the means of compacting more knowledge of ICT to its peaople considering its relevance. these by adding or chaging curricullulm of teaching to be ICT compliance.
DAUDA M. HASSAN 0GDIM/EDU/52687
HARISU M. HABIBU/PGDIM/EDU/59596
ICTs offer new opportunities for social and economic transformation. In the industrialized countries, these transformations are evident in the ways new forms of learning give rise to innovative knowledge networks for the creation and exchange of information. Although ICTs offer new techniques for acquiring digital information, this information is of little use in developing countries if it cannot be transformed into knowledge relevant to development.
New modes of producing and exchanging knowledge, with knowledge produced in the context of its application, have profound implications for developing countries. The new modes are creating potential problems for existing educational and scientific-research institutions. Without changes in these institutions’ approaches, many developing countries risk finding themselves locked into a mode of knowledge production that is increasingly less relevant to their specific technical, scientific, and economic needs.
Evidence from both industrialized New skills are needed to make creative use of ICTs. English remains the predominant language in ICT applications. It is also the dominant language of the Internet, reflecting the strong North American presence and the Anglo-Saxon bias of this medium. Fluency in English is becoming an important skill in the use of ICTs.
Three other types of skills are particularly relevant to effective use of ICTs. First, participatory skills can help in networked communication and information sharing. Second, facilitating skills are needed to support the design, implementation, and maintenance of new communication networks and ICTs requiring technical skills for installation, user training, and maintenance. Third, control skills are needed to manage increasingly sophisticated communication networks and information services and applications.
The least-developed countries face many pressures when they seek to accumulate these new skills. Even when facilities exist to support the acquisition of formal skills, these countries need informal-learning opportunities to upgrade the skills base. Trainers with the necessary skills are often in short supply because of the high demand. FInformal and formal training is essential to the development of the skills base for future innovative knowledge societies. In view of the growth in the world’s population, providing the necessary skills training and learning opportunities is a tremendous challenge. The high proportion of young people in developing countries means a rising demand for qualified teachers. Developing countries need to adopt measures to retain students in the educational system or in the types of employment that offer them effective learning, and the new ICTs can support these measures.
By and large the use of ICT building innovative knowledge to the Nigerian contex is very significance as nowthe wold is going into ICT compliance and its used can never be emphases in this small chapter. we can see some of its importance interm of education sector where presently the registration of senior secondary school certificte examiniantion are registered online. therefore there is a great need for the government of nigeria to look as the means of compacting more knowledge of ICT to its peaople considering its relevance. these by adding or chaging curricullulm of teaching to be ICT compliance.
DAUDA M. HASSAN 0GDIM/EDU/52687
HARISU M. HABIBU/PGDIM/EDU/59596
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