%0 Journal Article %1 RefWorks:23 %A Cawthera, Andy %D 2002 %K (England).; Access Advancement; Africa; Analysis; Bank, Communication; Computer Computers; Costs; Countries; DC. DC.; Data Department Developing Development Development, Education; Educational Elementary Foreign Human International London Mediated Nations; Network.; Secondary South Technological Technology; Uses Washington, World Zimbabwe for in to %P 57 %T Computers in Secondary Schools in Developing Countries: Costs and Other Issues (Including Original Data from South Africa and Zimbabwe) %U http://search.ebscohost.com.proxy2.library.uiuc.edu/login.aspx?direct=true&db=eric&AN=ED469130&site=ehost-live %X This research is mainly concerned with the costs of computers in schools in developing countries. It starts with a brief overview of the information revolution and its consequences. It then briefly examines some of the arguments for the use of computers in schools in developing countries, before reviewing previous work undertaken on the costs of such provision. An analysis of this literature indicates that the costs of equipment (hardware and software) may account for only 16 to 20% of the total cost of computer provision (excluding salaries) over five years. The cost data gathered at school/telecenter level, as a part of this research, is then analyzed. A framework that yields data on housing, equipment, training, running and external support costs was developed and used to gather this data. The data is categorized into Basic, Basic plus and Deluxe provision. Basic and Basic plus provision use second-hand /refurbished equipment, with Basic plus provision also providing raining and support. Only Deluxe provision purchases new equipment. In addition to this, a rural school, community based telecenter provision and commercial provision are looked at. The data supplied is analyzed with various figures being produced for the different categories. The paper then raises other issues which can affect computer provision and utilization including the processes of allocating provision, training of teachers in the use of ICT and models of provision. Conclusions are then drawn and recommendations made. A glossary of acronyms and technical terms is provided. Eighteen tables are included. Appendixes include: efficiency calculations; centrally financed government provision; details of community-based telecenter provision supplied by the U.S.; adjustments made to data received; and reflections on this research and what can be learned for future research. (Contains 10 references and 18 tables.) (AEF)

@article{RefWorks:23, abstract = {This research is mainly concerned with the costs of computers in schools in developing countries. It starts with a brief overview of the information revolution and its consequences. It then briefly examines some of the arguments for the use of computers in schools in developing countries, before reviewing previous work undertaken on the costs of such provision. An analysis of this literature indicates that the costs of equipment (hardware and software) may account for only 16 to 20% of the total cost of computer provision (excluding salaries) over five years. The cost data gathered at school/telecenter level, as a part of this research, is then analyzed. A framework that yields data on housing, equipment, training, running and external support costs was developed and used to gather this data. The data is categorized into Basic, Basic plus and Deluxe provision. Basic and Basic plus provision use second-hand /refurbished equipment, with Basic plus provision also providing raining and support. Only Deluxe provision purchases new equipment. In addition to this, a rural school, community based telecenter provision and commercial provision are looked at. The data supplied is analyzed with various figures being produced for the different categories. The paper then raises other issues which can affect computer provision and utilization including the processes of allocating provision, training of teachers in the use of ICT and models of provision. Conclusions are then drawn and recommendations made. A glossary of acronyms and technical terms is provided. Eighteen tables are included. Appendixes include: efficiency calculations; centrally financed government provision; details of community-based telecenter provision supplied by the U.S.; adjustments made to data received; and reflections on this research and what can be learned for future research. (Contains 10 references and 18 tables.) (AEF)}, added-at = {2008-12-27T17:34:46.000+0100}, author = {Cawthera, Andy}, biburl = {https://www.bibsonomy.org/bibtex/2f207d74e23e5098d73973b14eb7ea091/critzo}, description = {test export from refworks}, interhash = {f11a51242629fdd1eeccc94fafba41ed}, intrahash = {f207d74e23e5098d73973b14eb7ea091}, keywords = {(England).; Access Advancement; Africa; Analysis; Bank, Communication; Computer Computers; Costs; Countries; DC. DC.; Data Department Developing Development Development, Education; Educational Elementary Foreign Human International London Mediated Nations; Network.; Secondary South Technological Technology; Uses Washington, World Zimbabwe for in to}, language = {English}, month = {0101}, note = {NT: Additional support from World Links For Development (WorLD), a part of the World Bank Institute.; LV: Available online; EM: 2003}, pages = 57, timestamp = {2008-12-27T17:34:50.000+0100}, title = {Computers in Secondary Schools in Developing Countries: Costs and Other Issues (Including Original Data from South Africa and Zimbabwe)}, url = {http://search.ebscohost.com.proxy2.library.uiuc.edu/login.aspx?direct=true&db=eric&AN=ED469130&site=ehost-live}, year = 2002 }