Relevant bibliographies by topics / Informational technology (IT) and Information Communication Technology (ICT)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Informational technology (IT) and Information Communication Technology (ICT)'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Informational technology (IT) and Information Communication Technology (ICT)"

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Hrehová, Daniela, and Katarína Teplická. "The informational communication technology is a tool of global education." SHS Web of Conferences 74 (2020): 06008. http://dx.doi.org/10.1051/shsconf/20207406008.

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Globalization generates new inputs for education policy-making and defines new problems that universities needs to address. In a global economy, most countries aim at raising their international competitiveness by offering new manpower profiles with new skills. With globalization, the information revolution, and increasing demands for a highly skilled workforce, nations are increasingly prioritizing and foster effective learning. This article looks at global perspectives on higher education and the role of ICT. The authors offer a balanced theoretical and research background of the opportunities and the potential benefits of information and communication technologies (ICT) for improving the quality of education in universities. The advances in Information and Communication Technologies are, at the same time, cause and consequence of globalisation. Authors discuss about using ICT technology, which contribute to the success of education in European universities. This form of learning promotes the development of important skills that students need to be successful both in the global labour market and in other areas of their lives. To meet the increasing demand for a workforce with up-to-date skills and competencies aligned with globally competitive industries and continue driving Slovakia economic growth into the next century, education systems have to embrace information and communication technology.
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Shutenko, Andrey Ivanovich, Elena Nikolaevn Shutenko, and Julia Petrovna Derevyanko. "The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 81–92. http://dx.doi.org/10.15293/1813-4718.2006.08.

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The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.
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Shutenko, Andrey Ivanovich, Elena Nikolaevn Shutenko, and Julia Petrovna Derevyanko. "The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students." Siberian Pedagogical Journal, no. 6 (December 29, 2020): 81–92. http://dx.doi.org/10.15293/1813-4718.2006.08.

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The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.
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Daling, Rudy F. "Proposed Recommendations in Implementing Information and Communication Technology ICT Integration in Schools’ Curriculum." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2736–42. http://dx.doi.org/10.31142/ijtsrd15764.

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Thi Kim Loan, Le. "TRENDS IN DEVELOPING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) COMPETENCIES FOR PRE-SERVICE TEACHERS." Journal of Science, Educational Science 62, no. 6 (2017): 67–73. http://dx.doi.org/10.18173/2354-1075.2017-0130.

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Bhoite, Dr Sudhakar D. "e-Governance a Strategic Tool with an Usage of Information And Communication Technology (ICT)." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 66–68. http://dx.doi.org/10.15373/22778179/sep2013/24.

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Kumar, Anil, and Kunwar Pal Singh Arya. "Changing Role of Information & Communication Technology (ICT) Management in the Higher Education Sector." SIJ Transactions on Industrial, Financial & Business Management 04, no. 01 (February 11, 2016): 01–06. http://dx.doi.org/10.9756/sijifbm/v4i1/04020050202.

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Siddiqi, Dr Saima. "Understanding the Importance, Impacts and Barriers of Information and Communication Technology (ICT) in Higher Education." Indian Journal of Applied Research 4, no. 6 (October 1, 2011): 157–59. http://dx.doi.org/10.15373/2249555x/june2014/49.

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Dias Canedo, Edna, Ana Paula Morais do Vale, Rafael Leite Patrão, Leomar Camargo de Souza, Rogério Machado Gravina, Vinicius Eloy dos Reis, Fábio Lúcio Lopes Mendonça, and Rafael T. de Sousa. "Information and Communication Technology (ICT) Governance Processes: A Case Study." Information 11, no. 10 (September 29, 2020): 462. http://dx.doi.org/10.3390/info11100462.

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Information and Communication Technology (ICT) Governance is increasingly necessary and present in organizations aiming to improve the maturity of their ICT processes. This paper presents an analysis of the ICT Governance processes of a Brazilian Federal Public Administration agency. To assess the maturity of the ICT Governance processes, we surveyed and diagnosed the processes performed by the agency and organized a series of meetings/discussions to assist in the improvement and modeling of the processes related to the ICT Contract Planning process. As a result, we proposed improvements and identified the maturity level of the existing ICT processes, also assessing the awareness of employees of the General Coordination of Information Technology regarding these processes. Our findings reveal that the agency still needs to implement the following processes: (1) ICT People Management; (2) Business Process Modeling (Automated/to Automate); (3) Change Management; (4) Execution Monitoring of the ICT Projects and Services Portfolio; and (5) ICT Service Continuity Management. We also identified several artifacts that need to be implemented by the agency in different processes and collected survey participants’ suggestions about new processes to improve the maturity in ICT Governance.
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Proctor, Romina M. J., Glenice Watson, and Glenn Finger. "Measuring Information and Communication Technology (ICT) Curriculum Integration." Computers in the Schools 20, no. 4 (December 2003): 67–87. http://dx.doi.org/10.1300/j025v20n04_06.

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Dissertations / Theses on the topic "Informational technology (IT) and Information Communication Technology (ICT)"

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Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.

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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo
perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.
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Hutchings, Chelsea Elizabeth. "Spousal Connectedness and Information and Communication Technology Use." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3433.

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To meet the purpose of the study, three hypotheses were tested: First, it was predicted there was a relationship between spousal connectedness and personal and spousal ICT (information and communication technology) device usage; second, it was predicted satisfaction with personal or spousal ICT device usage were mediators of the primary relationship between spousal connectedness and ICT device usage; and third, it was expected communication moderated the relationship between spousal connectedness and personal ICT device usage. A representative sample of married adults (n=208) were sampled. Personal and spousal ICT device use, satisfaction with personal and spousal ICT device use, spousal connectedness, and communication were measured and the resulting data analyzed. Regression analyses and path analyses were performed to test the hypotheses. The first and third hypotheses were found to be significant, but the second was not. The negative relationship between personal ICT device use and spousal connectedness indicates that as ICT device use increases, connectedness decreases. Communication, however, was shown to buffer this relationship. Data indicated that the more a person recalled communicating with their spouse, the less prominent was the relationship between their personal ICT device use and spousal connectedness.
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Pazi, Shaban M. "Cost-effective Information and Communication Technology (ICT) infrastructure for Tanziania." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6272/.

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The research conducted an Information and Communication Technology (ICT) field survey, the results revealed that Tanzania is still lagging behind in the ICT sector due to the lack of an internationally connected terrestrial ICT infrastructure; Internet connectivity to the rest of the world is via expensive satellite links, thus leaving the majority of the population unable to access the Internet services due to its high cost. Therefore, an ICT backbone infrastructure is designed that exploits optical DWDM network technology, which un-locks bandwidth bottlenecks and provides higher capacity which will provide ICT services such as Internet, voice, videos and other multimedia interactions at an affordable cost to the majority of the people who live in the urban and rural areas of Tanzania. The research analyses and compares the performance, and system impairments, in a DWDM system at data transmission rates of 2.5 Gb/s and 10 Gb/s per wavelength channel. The simulation results show that a data transmission rate of 2.5 Gb/s can be successfully transmitted over a greater distance than 10 Gb/s with minimum system impairments. Also operating at the lower data rate delivers a good system performance for the required ICT services. A forty-channel DWDM system will provide a bandwidth of 100 Gb/s. A cost analysis demonstrates the economic worth of incorporating existing optical fibre installations into an optical DWDM network for the creation of an affordable ICT backbone infrastructure; this approach is compared with building a completely new optical fibre DWDM network or a SONET/SDH network. The results show that the ICT backbone infrastructure built with existing SSMF DWDM network technology is a good investment, in terms of profitability, even if the Internet charges are reduced to half current rates. The case for building a completely new optical fibre DWDM network or a SONET/SDH network is difficult to justify using current financial data.
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Yaacob, Raja. "Information Communication Technology (ICT) adoption in a Malaysian political party." Thesis, University of Manchester, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549331.

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Burgan, Owen T. S., and burgan@internode on net. "Helping teachers surf the Information and Communication Technology tsunami." Deakin University, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040423.163355.

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A range of factors, both internal and external, is creating changes in teaching and teachers’ professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the researcher’s involvement for over a decade in professional development for teachers, and from visits to many schools, it appears that numerous teachers have not reached this standard. The greatest need is in Reception to Year 7 schools where the average age of teachers is nearly 50. Because no state-wide data exists, this study is intended to establish if there is a problem and if there is, to identify specific needs and offer possible solutions. The study is comprised of four parts: Part A, the Introduction gives an overview of the inter-relationships between these parts and the overall Folio. It establishes the setting and provides a rationale for the study and its focus on Professional Development in Information and Communication Technology. Part B, the Elective Research Studies, follows the writer’s involvement in this field since the 1980s. It establishes the theme of "Moving best practice in ICT from the few to the many" which underlies the whole study. Part C, the Dissertation, traces the steps taken to investigate the need for professional development in ICT. This is achieved by analysing and commenting on data collected from a state-wide survey and a series of interviews with leading figures, and by providing a review of the relevant literature and past and existing models of professional development. Part D, Final Comments, provides an overview of the whole Folio and a reflection on the research that has been conducted. The findings are that there is widespread dissatisfaction with existing models and that there is an urgent need for professional development in this area, because nearly 20% of teachers either do not use computers or are considered to be novice users. Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT co-ordinators have a formal qualification in the field but more than 85% of them are interested in a Masters program. The study offers solutions in Part B where there is a discussion of a range of strategies to provide on-going professional development for teachers. Chapter 9 provides an outline of a proposed Masters level program and offers suggestions on how it could be best delivered. This program would meet the identified needs of ICT co-ordinators. The study concludes with a series of recommendations and suggestions for further research. The Education Department must address these urgent professional development needs of teachers, particularly those in the more remote country regions. There needs to be a follow-up survey to establish to what extent teachers in South Australia are now "ICT Smart ".
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Sen, Rumela. "Transformation of humanitarianism the role of information and communication technology [ICT] /." Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1786804491&sid=3&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Martins, Henrique Manuel Gil. "Use of mobile Information Communication Technology (ICT) devices in clinical settings." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614177.

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Alkhawaldeh, Mustafa. "Information and communication technology (ICT) : practice within Jordanian early years education." Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678628.

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This study investigates the current status of integration and implementation of ICT practice in Jordanian kindergartens, stakeholders' understanding of policy recommendations for ICT integration, obstructions to the implementation of ICT practices in ECE, and the types of ICT practices used in ECE and their effects on children's development.
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Krupa, Frédérique. "Girl Games : gender, technology and design for women’s recruitment in Information and Communication Technology (ICT)?" Thesis, Paris 1, 2018. https://ecm.univ-paris1.fr/nuxeo/site/esupversions/dd3e6426-fd66-4db2-add5-56476ec75bf6.

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Cette thèse se concentre sur le genre, le design et la technologie à travers l'artefact des jeux vidéo - les produits de la culture d'ingénierie masculine, et le lien de genre entre ceux qui font les jeux vidéo (Production) et ceux qui les jouent (Réception). Ma recherche porte sur l'industrie du jeux vidéo consacré aux pré-adolescentes qui, il y a 20 ans, était le site de l'entreprenariat féministe espérant remédier au déséquilibre entre les sexes dans les TIC. Si la parité a été atteinte dans la consommation des médias, la production technologique reste délibérément une quête masculine. Cette étude constructiviste en trois phases commence par les préférences personnelles (MBTI) et l'orientation de rôles sexués (BSRI) des femmes dans le développement des jeux, en soulignant leur résistance aux stéréotypes de genre, et se termine par une étude ethnographique des enfants jouant à des jeux vidéo indépendants et non sexistes dans un programme extrascolaire à Paris. Utilisant la sémiotique pragmatique, cette thèse soutient que les croyances et habitudes des stéréotypes négatifs de genre et de technologie sont le principal obstacle à la diversité des genres dans les TIC - limitant le nombre de femmes désirant transgresser les normes de genre dans les professions masculines — et créant une prophétie auto-réalisatrice à travers la socialisation du genre par les parents qui réifient la croyance dans les compétences technologiques masculines tout en développant un accès et un encouragement technologiques inégal entre les sexes. La thèse se termine par de l'heuristique de conception pour la neutralité de genre dans les expériences numériques des enfants
This dissertation focuses on gender, design and technology through the artifact of video games — technology products of masculine engineering culture, and the gendered link between those that make video games (Production) and those that play them (Reception). My research examines a sector of the video game industry devoted to pre-adolescent girls, which 20 years ago was the site of feminist entrepreneurship hoping to remedy the gender imbalance in ICT (Information and Communication Technology). While parity has been achieved in media consumption, technological production firmly remains a masculine pursuit. This three-phase constructivist study begins with the personality preferences (MBTI) and sex-role orientation (BSRI) of women in game development, highlighting their exceptional resilience to gender stereotypes, and concludes with an ethnographic study of children playing independent, gender-neutral video games at an afterschool program in Paris. Using pragmatic semiotic epistemology, this dissertation argues that the belief-habits of negative gender and technology stereotypes are the principal roadblock to gender diversity in ICT – limiting the number of women willing to transgress gender norms into masculine professions and creating a self-fulfilling prophecy through parents’ gender-socialization that reifies the belief in masculine technological passion and skill while developing unequal gendered technological access and encouragement. The dissertation concludes with strategies for gender-neutralizing technology, including design heuristics for gender neutrality in children’s digital experiences
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Yee, Dianne L. "Leading, learning, and thinking with information and communication technology, ICT, images of principals' ICT leadership." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ47921.pdf.

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Books on the topic "Informational technology (IT) and Information Communication Technology (ICT)"

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McCay, John Declan. Teacher attitude towards ICT (Information Communication Technology). [S.l: The author], 1999.

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Shafazand, Hassan, and A. Min Tjoa, eds. EurAsia-ICT 2002: Information and Communication Technology. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36087-5.

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Shortis, Tim. The language of ICT: Information and communication technology. London: Routledge, 2001.

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Equity and information communication technology (ICT) in education. New York: Peter Lang, 2009.

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Anderson, Neil. Equity and information communication technology (ICT) in education. New York: P. Lang, 2009.

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Pacific, Regional Information and Communication Technology (ICT) Ministers' Meeting (2010 Nuku'alofa Tonga). Pacific Regional Information and Communication Technology (ICT) Ministers' Meeting. Suva, Fiji: Secretariat of the Pacific Community, 2010.

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European Commission. Information Society DG. ICT for all: Technology supporting an inclusive world. Luxembourg: Publications Office of the European Union, 2010.

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Postal and Telecommunications Regulatory Authority of Zimbabwe, ed. Information and Communication Technology (ICT) business survey, 2009: Report. Harare, Zimbabwe: Zimbabwe National Statistics Agency, 2009.

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The ICT sector in Palestine: Current state and potentials. Ramallah: Palestine Economic Policy Research Institute (MAS), 2012.

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Delassale, Malika. Madagascar: Technologies de l'information et de la communication (TIC) = the information and communications technology (ICT). Antananarivo: CERIC, 2010.

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Book chapters on the topic "Informational technology (IT) and Information Communication Technology (ICT)"

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van Klaveren, Maarten, Kea Tijdens, and Denis Gregory. "Information and Communication Technology (ICT)." In Multinational Companies and Domestic Firms in Europe, 189–217. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137375926_6.

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Drenth, Randy, Lukas Bigler, and Pan Theo Große-Ruyken. "Information & Communication Technology (ICT) 4.0." In Strategie für Industrie 4.0, 49–75. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16752-3_3.

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Ray, Partha. "Information and Communication Technology (ICT) in India." In Information Systems, 71–83. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge India, 2019. http://dx.doi.org/10.4324/9780429202933-5.

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Nakano, Tadashi, Michael Moore, Akihiro Enomoto, and Tatsuya Suda. "Molecular Communication Technology as a Biological ICT." In Biological Functions for Information and Communication Technologies, 49–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15102-6_2.

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Hepp, Pedro, and Ernesto Laval. "ICT for rural education." In IFIP Advances in Information and Communication Technology, 115–26. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35668-6_12.

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Berleur, Jacques, Diane Whitehouse, Philippe Goujon, and Catherine Flick. "Ethics and ICT Governance." In IFIP Advances in Information and Communication Technology, 13–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15479-9_2.

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Hilty, Lorenz M., and Magda David Hercheui. "ICT and Sustainable Development." In IFIP Advances in Information and Communication Technology, 227–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15479-9_22.

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Lim, Cher Ping, and Grace Oakley. "Information and Communication Technologies (ICT) in Primary Education." In Creating Holistic Technology-Enhanced Learning Experiences, 1–18. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-086-6_1.

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Khan, Anupriya, and Satish Krishnan. "ICT Laws, Uncertainty Avoidance, and ICT Diffusion: Insights from Cross-Country Data." In IFIP Advances in Information and Communication Technology, 73–89. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20671-0_6.

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Pierson, Jo. "ICT Appropriation by Small Businesses." In IFIP Advances in Information and Communication Technology, 109–24. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35511-5_8.

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Conference papers on the topic "Informational technology (IT) and Information Communication Technology (ICT)"

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Vishwa Mohan, Vangari, and Vahideh Zarea Gavgani. "Informing Clients through Information Communication Technology in Health Care Systems." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3367.

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Information Communication Technology (ICT) has revolutionized the world communication order. People can be informed in more effective, efficient and convenient ways. Access to media has percolated to the grassroots. In spite of all such remarkable developments, whether ICT facilitates Science communication is a billion dollar question. Though information is freely and widely available by virtue of ICT, yet, there are areas where Science communication through ICT still needs to be developed to deliver critical information to the needy. Objectives: The objectives of the study are to find out: whether patients and care givers have perception of their information needs? What sources of information they usually consult? What type of channels/media they possess to access the information? What sources the patients and care givers prefer to consult? Whether in the opinion of the patients and their care givers, the ICTs are effective in delivering the critical information. Methodology: An exploratory survey was conducted. A semi-structured interview was employed to collect data from a group of 188 patients and care givers in the hospitals and clinics in Hyderabad (India). Results and conclusion: The study determined the patients’ and care givers’ preferences for technologies in keeping informed. It also brought to light the limitations and usefulness of ICTs in Science communication in general and medical information in particular.
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Tsuchiyama, Mayumi, and Tasuku Miyoshi. "The Adoption of Information Communication Technology (ICT) by Japanese SMEs." In 2020 9th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2020. http://dx.doi.org/10.1109/iiai-aai50415.2020.00118.

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Dhahri, Mbarek, and Mohamed Koutheair Khribi. "Teachers’ Information and Communication Technology (ICT) Assessment Tools: A Review." In 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00025.

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Smith, Edward, and Mauro Ugolini. "Building information and communication technology (ICT) value-propositions for the post-information age." In 2017 56th FITCE Congress. IEEE, 2017. http://dx.doi.org/10.1109/fitce.2017.8092999.

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Shahverdiyeva, R. O. "Issues of management of ICT-technology parks." In 2011 5th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2011. http://dx.doi.org/10.1109/icaict.2011.6110905.

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Porozovs, Juris, Anita Migleniece, Daina Voita, and Alvis Valdemiers. "THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCHOOLS OF LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.80.

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Modern education is closely connected with implementation and using of information and communication technologies (ICT) in the teaching process. The questionnaire of teachers and directors of Latvia schools was carried out in order to evaluate the situation of ICT in schools and the attitude of school pedagogues toward this process. The results of the questionnaire showed that supply of schools with modern ICT in Latvia is not sufficient. The respondents expressed their views: what are the main obstacles of effective implementation of ICT in the study process and what are the priority challenges in the implementation of ICT in schools. Key words: information and communication technologies, schools, implementation, teachers, directors.
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Ariestyani, Arleen, Ulani Yunus, and Mariko Rizkiansyah. "ICT (Information and Communication Technology) Access to the Agricultural Farmers in Manado." In 2021 International Conference on Information Management and Technology (ICIMTech). IEEE, 2021. http://dx.doi.org/10.1109/icimtech53080.2021.9535042.

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Abad, Alida, and Maria Rassetto. "A different approach fot training student teachers using Communication and Information Technology (ICT)." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2879.

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The aim of this research is to contribute to find new ways of teaching using the opportunities that Communication and information technology(ICT) give today. This contribution proposes a teaching strategy that allows students to think in a creative way and integrate technology in elementary school. This strategy consist in making the teacher student think themselves as inventors, detecting a need in society, designing and developing an invention that has not been yet patented. Creating marketing strategies for selling the product and presenting all this work in class for peers and teachers to evaluate. It was applied to student teachers during the period 2012- 2015 in a three month Seminary about the use of Technology at School. Surveys show that they are highly motivated with the methodology used at the Seminary and satisfied with the process. Most of them think that it is very useful when planning classroom work for children in elementary school. Presentations done for the seminary showed that the teacher students develop significant learning and many skills using information and communication technology (ICT) for learning purposes. Keywords: Technology, significant learning, teachers´ training
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Budi, Wibowo, and Albarda. "Financial documentation system design based on information quality at Ministry of Communication and Information Technology." In 2014 International Conference on ICT For Smart Society (ICISS). IEEE, 2014. http://dx.doi.org/10.1109/ictss.2014.7013146.

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Singh, Swarandeep, Esha Goel, Aman Goyal, Anupriya Chauhan, and Manu Sheel Gupta. "Information and Communication Technology (ICT) Development in Indian Schools: A Case Study." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.183.

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Reports on the topic "Informational technology (IT) and Information Communication Technology (ICT)"

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Miller, John, Lori Bird, Jenny Heeter, and Bethany Gorham. Renewable Electricity Use by the U.S. Information and Communication Technology (ICT) Industry. Office of Scientific and Technical Information (OSTI), July 2015. http://dx.doi.org/10.2172/1215195.

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Anderson, David M., Michael G. Hoffman, Jackie M. Niemeyer, and Todd J. Samuel. Economic and Physical Linkages of the Information and Communication Technology (ICT) Service Industry to Key Industries of the Economy: An Ad Hoc Report. Office of Scientific and Technical Information (OSTI), January 2017. http://dx.doi.org/10.2172/1344050.

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Vijay, Modi, Jack Bott, Simone Fobi Nsutezo, Roberto Aiello, Michelle Hallack, and Carolina Anclan. How Information and Communications Technology (ICT) is Poised to Transform the Delivery of Energy Services - See more at: https://publications.iadb.org/handle/11319/8785#sthash.h0rJN5ac.dpuf. Inter-American Development Bank, December 2017. http://dx.doi.org/10.18235/0001010.

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Iyer, Ananth V., Samuel Labi, Steven Dunlop, Thomas Brady Jr., and Eki Amijaya. Cost and Benefit Analysis of Installing Fiber Optics on INDOT Projects. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317131.

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The Indiana Department of Transportation (INDOT) is tasked with the stewardship of billions of dollars’ worth of public invested highway infrastructure. Not only does INDOT continually seek design and operational policies that foster cost effective project delivery and procurement, they also seek opportunities for revenue generation. Due to population growth and the increased demand for online connectivity and global information transmission, the fiber-optic cable industry has experienced rapid growth over the past few years. Information and communication technology (ICT) companies have long sought to achieve higher economic productivity by installing fiber-optic cables in the right of way (ROW) of access-controlled highways. Based on these developments, an experiment was conducted to measure the economic impact in Indiana. To determine this impact, a database was developed by compartmentalizing the analysis into (1) GDP per county per industry type, (2) the natural growth of GDP as a factor, and (3) the extent of contribution of broadband in the growth of GDP. A general formula was developed to incorporate the adjusted median income on both the industry and county levels, along with a broadband contribution factor. This formula was employed to determine policies that can produce optimum economic outcome by leveraging the Pareto method.
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Francesco, Petruccione,, Gastrow, Michael, Hadzic, Senka, Limpitlaw, Justine, Paul, Babu Sena, Wolhuter, Riaan, and Kies, Carl. Evaluation of Alternative Telecommunication Technologies for the Karoo Central Astronomy Advantage Area. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0073.

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The National Research Foundation (NRF) requested the Academy of Science of South Africa (ASSAf), on behalf of South African Radio Astronomy Observatory (SARAO) and the Square Kilometre Array (SKA), to undertake an independent and objective evaluation of potential alternative telecommunication technologies for the areas of the Karoo Central Astronomy Advantage Areas (KCAAA). The study encompasses regulatory, public sphere, and technical dimensions to explore options for maintaining the functionality of the telescope while, at the same time, delivering appropriate connectivity solutions for local communities.The objectives of this study are as follows: 1) Assess the technologies currently being, or planning to be, deployed through existing alternative communications programs managed by SARAO, including whether these technologies are comparable with market available technologies that could feasibly be deployed in the KCAAA; and 2) Assessment of current and future telecommunication technologies that may act as suitable replacement and/or improvement (functional and feasible) for existing detrimental technologies, utilised in the KCAAA. This report provides a critical background into the relationship between the SKA and local communities as it relates to ICTs in the area. Based on this understanding, potential technology solutions are proposed to ensure residents of the KCAAA are still afforded valuable access to information and communication technologies (ICTs) within the parameters of affordability, desirability and feasibility.
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Choi, Yoojin, Nathan M. Stall, Antonina Maltsev, Chaim M. Bell, Isaac I. Bogoch, Tal Brosh, Gerald A. Evans, et al. Lessons Learned from Israel’s Vaccine Rollout. Ontario COVID-19 Science Advisory Table, February 2021. http://dx.doi.org/10.47326/ocsat.2021.02.09.1.0.

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As Ontario expands access to the COVID-19 vaccine beyond the Phase 1 priority populations, strategic planning and execution of mass vaccine rollout will have a significant impact on the health and safety of Ontario’s 14.5 million residents. There are six key elements of Israel’s successful COVID-19 vaccine campaign that can be readily applied to Ontario to expedite and expand the province’s vaccine rollout strategy: a simple vaccine prioritization process; modification to the transport, storage, and distribution of the vaccines; effective communication to promote vaccine confidence; decentralization of vaccination sites; centralized organization through Health Maintenance Organizations (HMOs) using a fully integrated information technology (IT) system in a universal health care system; and the engagement of community-based personnel, infrastructure, and resources.
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Solovyanenko, Nina I. Legal features of innovative (digital) entrepreneurship in the agricultural and food sector. DOI CODE, 2021. http://dx.doi.org/10.18411/0131-5226-2021-70008.

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Modern agricultural production and food trade are involved in the process of digital transformation, which is a cardinal factor of sustainable development and is carried out on the basis of IT platforms, the Internet of Things, cloud computing, big data, artificial intelligence, blockchain technologies. The COVID-19 pandemic has increased the dependence of these sectors of the economy on information and communication technology infrastructure and services. At the same time, the slow updating of legislation, which lags behind the constantly improving digital technologies, not only hinders their implementation, but also is a source of a number of social and legal problems. A modern regulatory framework based on digital strategies should strengthen "smart agriculture". In Russia, the legal mechanism of digital transformation and development of the national platform "Digital Agriculture" should be supported by updated basic legislation.
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Building Profitable and Sustainable Community Owned Connectivity Networks. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2019/0065.

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The IID seminar titled “Building Profitable and Sustainable Community Owned Connectivity Networks”, was hosted on 31 August 2020 on Zoom Webinar. The 2019 White Paper on science, technology and innovation (STI) recognise the pivotal enabling role of information and communication technologies (ICTs) in realising an inclusive and prosperous information society and knowledge economy. One of the Department of Science and Innovation (DSI)’s key role is to catalyse the digital ecosystem and develop scalable models for community owned connectivity networks to replicate in other areas. Rural areas provide challenging environment to implement communication infrastructure for data and Internet based services, including high cost of network implementation and lack of customer base, low-income streams, highly scattered and low population density. The DSI has thus partnered with the University of Western Cape (UWC), the Mankosi Village community, with support from the Technology Innovation Agency (TIA) to scaleup the Zenzeleni Community Owned Connectivity Networks (COCN). The Zenzeleni COCN has been in existence since 2012 and provides timely, reliable and affordable Wi-Fi connectivity to the remote rural areas of Mankosi and Zithulele in Mthatha. The webinar, facilitated by Ms Ellen Fischat from Story Room aimed to look at how rural and township wireless connectivity models, including Zenzeleni COCN can be scaled-up to increase the number of people connected in the rural settings, more so in light of the COVID-19 crisis. It is evident from the proceedings the need for community networks to provide access to connectivity and also more importantly, what connectivity enables. Subsequent discussions would need to focus on the users and owners of these community networks to understand how their lives have improved through the deployment of the technology. This will shed light of the financial feasibility and benefit.
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Kyrgyz Republic: Improving Growth Potential: Country Diagnostic Study in Russian. Asian Development Bank, October 2020. http://dx.doi.org/10.22617/tcs190441-2.

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The Kyrgyz Republic has overcome some complex challenges to now have one of the most open economies in Central Asia. The country has improved its per capita income and living standards and is on the threshold of becoming a lower-middle-income economy. Looking ahead, the main challenge for the Kyrgyz Republic is to build on these successes to stimulate stronger, more broad-based economic growth. This book identifies the economic and governance reforms needed within key sectors to drive this growth. It provides policy suggestions to enhance the country’s trade, agriculture, tourism, finance, information and communications technology, energy, transport and logistics, and human capital.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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