A short review of information and communication technologies and basic education in LDCs—what is useful, what is sustainable?

Young people and ICTs in developing countries

“…Sustainability is likely to be a significant barrier to expanded Internet use in schools. In some low income countries, the discretionary budget for nonsalary expenditures is about $5 per year per primary student, compared to annualized costs of $78-104 per student for a computer lab (Grace & Kenny, 2003). But while the sustainability and costeffectiveness of Internet use in developing country school settings may remain limited, use for vocational training as well as in tertiary education is likely to be more widespread (Curtain, 2002).…”

The Internet and Economic Growth in Less-developed Countries: A Case of Managing Expectations?

“…The extent to which basic computer skills are lacking in LDCs is suggested by a report from Wa in Northern Ghana that locals trained in computer skills and management could earn US$6 000 per year-this in a country with an average GNP per capita of US$390 (Hirsch, 1998). These skills gaps are likely to remain in the population at large-not least because, with per-student discretionary expenditures in secondary schools running as low as US$12 a year, the majority of schools in developing countries cannot afford to install IT labs (Grace & Kenny, 2001).…”

What is effective aid? How would donors allocate it?

“…For example, donors are supporting the rollout of networked computer centres in schools in lowincome countries when there is little evidence of pedagogical cost-effectiveness and strong grounds for believing such interventions are unsustainable. They play a smaller role in interactive radio instruction despite strong, repeated and rigorous evaluations suggesting significant educational returns and favourable benefit-cost ratios (see Grace and Kenny 2003).…”