Knowledge divide

Abstract: Knowledge is fast becoming a key factor in economic and social development worldwide. Rapid innovations in science, communications and computing technologies are opening up new opportunities for countries to harness knowledge and participate more fully in the global economy. Developing countries that successfully make the transition to the knowledge-based economy will have unprecedented possibilities to become more competitive in world markets and to participate in the global information society. New technologies can also extend the benefits of knowledge to all segments of society and help countries close the gap in living standards among their citizens. This book defines a knowledge-based economy as one where knowledge is created, acquired, transmitted and used effectively by enterprises, organizations, individuals and communities. It does not focus narrowly on high-technology industries or on information and communications technologies, but rather presents a framework for analyzing a range of policy options in education, information infrastructure and innovation systems that can help usher in the knowledge economy. It also makes the case for better co-ordination among the government, the private sector and civil society to enhance competitiveness and advance economic and social development.

Abstract: Digital equity and intercultural education continue to be areas of concern in the emerging knowledge-based society. The digital divide is present across the globe as the result of a complex of factors such as the inequality in: access to hardware and connectivity; autonomy of use; digital and literacy skills; availability of technical and social support; and access to educators skilled in the use of information and communication technologies (ICTs). Although there is rapid progress in the growth of mobile subscriptions across the globe, there remain groups of digitally excluded peoples within and across countries. Moreover, although progress has been made in addressing connectivity issues and challenges in learning about digital technology, teachers and learners continue to face issues and challenges related to teaching-and-learning with digital technologies and resources within local contexts and beyond. For instance, in an era of rapid global cultural, political, economic and social changes, the need for intercultural education has never been greater. Not only does digital exclusion contribute to a knowledge divide but it also limits opportunities for intercultural connections, communications and understandings. Building on the work of previous EDUsummITs, the EDUsumIT 2013 participants focused on exploring how digital equity and intercultural education are intertwined. This paper describes current needs and challenges as well as opportunities related to digital equity and intercultural education, as well as the increasingly important role technology plays in helping to foster intercultural understanding and education. These are illustrated by examples of how access to digital resources may help bridge both the digital and cultural divides and relate them to some of the recommendations for policy and practice made by the EduSummit 2013 Digital Equity and Intercultural Education Workgroup to help address these needs.

Abstract: Prologue 1. Knowledge, Technology and Production: A Conceptual Framework 2. A Brief Historical Perspective 3. The Knowledge Explosion and its Manifestations 4. The Knowledge Divide and Disparities in Developing Country Capacities 5. Strategies and Policies for Building an Endogenous Science and Technology Base Concluding Remarks Annex A: Comparison between the Science and Technology Capacity Index and Other Indices Annex B: Science, Technology and Development: The Imperative of Social Innovation Bibliography