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The reasons why governments of developing countries should put computer technology in their schools are highly controversial, but no less than the actual use being made of these comparatively expensive machines and their software. This book looks at experience in African, Asian and Arabic-speaking countries that already have computers in some of their schools. It is based mainly on research in China, Jordan, Kenya, Mauritius, Sri Lanka and Tunisia. The authors debate policy and practice in the light of experience to date. They identify the rationales commonly deployed by Ministries of Education and international agencies, but argue themselves for a long-term view of the potential of computers to liberalise education, and through such education to reduce dependency and inequity.

Computers in Third-World Schools: Examples, Experience and Issues

Preface - Acknowledgements - PART 1 CONTEXT - Are Computers needed in Developing Countries? - Do Schools in Developing Countries need Computers? - PART 2 TECHNOLOGY AND TRAINING - Software - Hardware - Training - PART 3 EXPERIENCE - China - Egypt - India - Jordan - Kenya - Mauritius - Sri Lanka - South-East Asia - Tunisia - Zimbabwe - Other Countries - PART 4 POLICY AND PRACTICE - The Ministry's View - The Principals' View - The Teachers' View - The Students' View - PART 5 THE NEXT 10 YEARS - Technological Change - Economics, Education and Computers - References - Index