apcict briefing note_february 2012

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APCICT: Programmes and Impact

February 2012

Bonbudong, 3rd Fl Songdo Techno Park, 7-50 Songdo-dong, Yeonsu-gu, Incheon City, REPUBLIC OF KOREA

Tel +82-32-245-1700~1702 / Fax +82-32-245-7712/ www.unapcict.org



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Contents

OVERVIEW ...................................................................................................................... 3 1. INTRODUCTION........................................................................................................ 6 2. RESULTS ACHIEVED ................................................................................................ 7

2.1 Training ................................................................................................................... 7 2.2 Research and Knowledge Sharing ......................................................................... 9 2.3 Advisory Services .................................................................................................. 13

3. PLANNED ACTIVITIES ........................................................................................... 15



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EXECUTIVE SUMMARY

The Asian and Pacific Training Centre for Information and Communication Technology for

Development (UN-APCICT/ESCAP) was established on 16 June 2006 in Incheon, Republic of Korea as a regional institute of the United Nations Economic and Social Commission for Asiaand the Pacific (ESCAP). The role and mission of APCICT is to strengthen the efforts of the 62ESCAP member and associate member countries to use information and communicationtechnologies (ICTs) in their socio-economic development through building the human andinstitutional capacity for ICT. In pursuance of this mandate, APCICT’s work is focused on threeinter-related pillars – Training, Research and Knowledge Sharing, and Advisory Services.Together they form an integrated approach to ICT human capacity building.

At the latest Session of the Governing Council of APCICT held in Cheonan, Republic of Koreaon 29 October 2011, members applauded the achievements of APCICT and highly praised therange of value-added services that had been delivered by APCICT for ICT human capacity

building and bridging the digital divide in the member and associate Member States of ESCAP.

Training – At the Heart of APCICT

Since its inception, APCICT and its national and sub-regional partner organizations haveorganized a total of 149 conferences/workshops/courses on- and offline. Along with the numberof course enrolments in the APCICT Virtual Academy, in total, over 16,000 participants frommore than 120 different countries and territories have been reached through APCICT andAPCICT-co-organized events and training. The participants of the workshops/events wereprimarily high- and mid-level government officials and other development professionals. Over 80percent of the participants who attended the APCICT training workshops and were surveyedexpressed that the training content met their needs.

A core activity of APCICT is the ‘Academy of ICT Essentials for Government Leaders’ (Academy). This is APCICT’s flagship programme that includes a comprehensive ICT fordevelopment (ICTD) curriculum and over a dozen partners that are working with APCICT to rollout the Academy at the national level. The Academy has been conceptualized, developed andimplemented through a participatory and inclusive approach. At its conceptualization, over 20countries participated in a comprehensive training needs assessment. Moreover, at the moduledevelopment stage, over 60 government officers, academics and ICTD experts provided inputs.The Academy modules are available in nine languages - English, Khmer (Cambodia), BahasaIndonesia, Mongolian, Myanmar, Pashto, Russian, Tajik and Vietnamese. Translation of theAcademy modules into Azeri, Hindi and Chinese is under discussion. In 2011, the Academymodules were revised and updated to reflect changing ICT trends. The Academy version 2.0 will

be released in early 2012.The Academy Programme was launched on 16 June 2008 at the OECD Ministerial Meeting inSeoul, Republic of Korea, and in a little over four years, significant impacts have already beenachieved. For instance, in Indonesia, Mongolia and the Philippines, the Academy instantlyreceived buy-in from senior officials and is now well-integrated in national capacity building

systems, allowing regular Academy training to take place. Partners of the Academy havesuccessfully mobilized funds from a variety of sources including their own governments such asin the Philippines. Other instances include funding from UNDP to promote the Academy inUzbekistan and extend its reach to six out of the seven provinces of Kyrgyzstan, the EU toimplement the Academy training in 14 Pacific Islands States, the World Bank in Mongolia, andthe NGO ‘Open Society Institute’ (OSI) for curriculum localization in Tajikistan. The work of



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APCICT has therefore complemented and added significant value to the work of otherinternational organizations. APCICT’s unique strengths and specialization in the area of ICTtraining are helping to fill in a major existing gap in capacity building of policymakers in the Asia

Pacific region.

As of February 2012, a total of 109 Academy training workshops/events have been organized byAPCICT and its partners at the regional, sub-regional and national levels. In addition, 27 demand-driven workshops focused on e-governance, e-business, disaster risk reduction, climatechange, information security, ICT capacity building for women, ICT accessibility for personswith disabilities and measuring ICTD have been organized. In total over 7,000 participants havebeen trained through these workshops/events.

APCICT’s strong network of national, sub-regional and regional partners, and its success inpromoting adoption of its programmes by governments, continue to play a key role in tappingnew sources for financial and in-kind support for its initiatives. For instance, local government

contributions meet a major component of the cost of organizing training events. This hasfacilitated medium to long term sustainability of APCICT’s programmes.

A Hub for Knowledge Sharing and Research on ICT for Development

Research and knowledge sharing is fundamental to the centre in guiding technical supportprovided to government organizations and training institutions, and in ensuring the relevance of the Academy. APCICT has published 9 Academy modules and 66 other knowledge products,including publications, handbooks, technical papers, information kits and journal issues related toICTD and ICT human capacity building. See Annex I for a full listing of knowledge products.

The e-Collaborative Hub (e-Co Hub – http://www.unapcict.org/ecohub) is APCICT’s dedicated

online platform for knowledge sharing on ICTD. It aims to enhance the learning and trainingexperience by providing easy access to relevant resources, and by making available an interactivespace for sharing best practices and lessons on ICTD. The e-Co Hub is being accessed and usedby a growing group. Its membership base has reached over 1000 members from 144 countries andterritories. The number of resources has grown to a collection of over 550 resources from variousreputable organizations.

The APCICT Virtual Academy (http://e-learning.unapcict.org) is the online distance learningplatform of the Academy. On the Virtual Academy, the Academy modules, a module oninstructional design, and all presentation slides, are made freely available. Learners can take self-paced courses based on the modules. There are over 4,500 enrolments for the modules, with amajor segment coming from government organizations. To assist and support the learners, a

network of ‘ APCICT Virtual Academy Mentors’ has been formed comprising of the Academyalumni. The Bahasa Indonesia and Russian versions of the first three modules of the VirtualAcademy were launched in May 2010. An upgraded DVD-ROM version of APCICT Virtual

Academy has also been made available for those with limited or no Internet access.

Customized Services for a Diverse Asia Pacific Region

APCICT actively offers advisory services to national governments and training partners of theAcademy in localizing and delivering the Academy, and promoting the institutionalization of these training courses in national capacity building frameworks to maximize their reach torelevant policymakers. In addition, the Centre has been providing guidelines and advice to anumber of national and regional partners on course design, customizing content development



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based on each country’s unique environment, and instructional design and appropriate teachingmethodology. As different countries and communities have different capacities and needs,APCICT also assists partners in conducting training needs assessments to ensure that the training

and other capacity development efforts are relevant to local contexts.

To build the ICT capacity of youth, APCICT’s ‘Turning Today’s Youth into Tomorrow’s

Leaders Programme’ is focused on equipping the future workforce of Asia and the Pacific withthe requisite ICT tools and the knowledge of their application for promoting socio-economicdevelopment. Under the ongoing programme, the Centre has been offering internships to graduatestudents in order to build their ICT capacity and provide practical exposure to work in the ICTDfield. APCICT has also partnered with the ASEAN University Network (AUN), Ministry of Foreign Affairs and Trade of the Government of the Republic of Korea (MOFAT), DaejeonUniversity, and Korea University to provide guidance and mentoring in the form of short, 1-2month work opportunities to undergraduate exchange students from ASEAN countries and KoreaUniversity, who will go on to become part of the future workforce. Through this initiative,

APCICT has coached about 10 students and youth each year.

As the next step in expanding the above-mentioned programme, APCICT initiated in August2010 a new project titled ‘Strengthening ICTD Education in Institutions of Higher Learning’.This project supports the objectives of the United Nations Decade of Education for SustainableDevelopment or DESD (2005-2014) declared by the General Assembly through resolution 57/254.The new project draws upon learnings from the Academy programme which has stronglyhighlighted the need to build the ICT capacity of students and youth. It aims to enhance thecoverage of ICTD education in undergraduate and graduate programmes at universities intargeted countries of the region through the provision of advisory and advocacy to governmentand university decision-makers based on firm background research and analysis. The project alsoaims to provide coverage of ICTD topics through a ‘Primer Series on ICTD for Youth’. The first

issue of the Primer Series, titled, ‘An Introduction to ICT for Development’, which waslaunched on 8 February 2012 in Baku, Azerbaijan, aims to provide background information thatstudents in undergraduate and graduate programmes can use as a starting point to explore thelinkage of ICTs and development. To promote the dissemination of learning content, the e-learning version of the Primer Series is also available on the APCICT Virtual Academy.



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1. INTRODUCTION

The Asian and Pacific Training Centre for Information and Communication Technology forDevelopment (UN-APCICT/ESCAP) was established and inaugurated on 16 June 2006 inIncheon, Republic of Korea. The Headquarters Agreement of APCICT and the Agreement onAdministrative and Financial Arrangements, which accords the Centre the status of a UnitedNations institution with applicable privileges and immunities, were signed by the United NationsEconomic and Social Commission for Asia and the Pacific (ESCAP) and the Government of theRepublic of Korea on 31 January 2006. The statute of APCICT was adopted by the Commissionin its resolution 61/6 of 18 May 2005.

The role and mission of APCICT is to strengthen the efforts of the 62 ESCAP member andassociate Member States to use information and communication technologies (ICTs) in theirsocio-economic development through building the human and institutional capacity for ICT. Inpursuance of this mandate, APCICT’s work is focused on three inter-related pillars – Training,Research and Knowledge Sharing, and Advisory Services. Together they form an integratedapproach to ICT human capacity building.

Since its inception, APCICT has achieved significant results that have exceeded what wasoriginally planned. APCICT’s work and accomplishments have been commended by MemberStates on a number of official events including:

• ESCAP’s 67th Commission Session (2011)

(http://www.unescap.org/commission/67/documents/English/E67_23E.pdf)• ESCAP’s 66th Commission Session (2010)

(http://www.un.org/ga/search/view_doc.asp?symbol=E/ESCAP/66/27)• ESCAP’s 65th Commission Session (2009)

(http://www.unescap.org/EDC/English/AnnualReports/2009(65).pdf)• ESCAP’s 64th Commission Session (2008)

(http://www.unescap.org/EDC/English/AnnualReports/2008(64).pdf)• ESCAP’s 63rd Commission Session (2007)

(http://www.unescap.org/EDC/English/AnnualReports/2007(63).pdf)• ESCAP Committee on Information and Communications Technology, First Session (2008)

(http://www.unescap.org/idd/events/cict-2008/CICT_6E.pdf)

Build ICT human / institutional

capacity of members of ESCAP

AdvisoryTraining ResearchAdvisory

Use of ICT for socio-economicdevelopment and to achieve the MDGs



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• Second, Third, Fourth, Fifth, Sixth Sessions of the APCICT Governing Council

At the Sixth Session of the Governing Council of APCICT held in Cheonan, Republic of Korea

on 29 October 2011, members applauded the achievements of APCICT and highly praised therange of value-added services that had been delivered by APCICT for ICT human capacitybuilding and bridging the digital divide in the member and associate Member States of ESCAP.

At its 66th session held in May 2010, ESCAP passed resolution 66/14 noting the successfulperformance of the Centre and deciding to continue its operations beyond its initial 5-year term.

2. RESULTS ACHIEVED

An overview of APCICT’s achievements, outcomes and impacts are reported below using thethree inter-related pillars that constitute the Centre’s work programme. They are Training,Research and Knowledge Sharing, and Advisory Services.

2.1 Training

• 149 conferences/workshops/courses organized• Along with the number of course enrolments in the APCICT Virtual Academy, in total, over

16,000 participants from more than 120 different countries and territories have been reached,primarily comprising of high- and mid-level government officials as well as otherdevelopment professionals.

• 109 events were part of APCICT’s flagship programme, the “Academy of ICT Essentials for

Government Leaders” (Academy), which has been rolled out in 22 countries• 27 events were thematic workshops in the areas of e-governance, e-business, disaster risk

reduction, climate change, information security, ICT capacity building for women, ICTaccessibility for persons with disabilities and measuring ICTD.

• Over 80 percent of the participants who attended the APCICT training workshops expressedthat the training content met their needs.

APCICT started off by offering demand-driven but stand-alone training courses for governmentofficers, academia and development practitioners on different thematic aspects of ICT fordevelopment (ICTD). However, the Centre was quick to realize that this ad hoc activity-basedapproach to fulfilling the Centre’s mandate, although it met specific needs, was insufficient andhad limited impact.

Accordingly, APCICT conducted a comprehensive needs assessment survey and organized anumber of consultative workshops with Member States, results of which showed that almost allthe developing countries of the Asia Pacific region recognized the importance of ICT humancapacity building for national development. Hence some policies had been formulated and someactions initiated at the government level to monitor and expand ICT skills. Yet in most countries,the focus had been limited to developing ICT skills for the ICT sector rather than for the nation asa whole to fully leverage the opportunities presented by ICTs to achieve development goals. Thislimited focus can be attributed to the lack of a holistic view on ICTD policies and processes, andthe potential application of ICTs in various development sectors.



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To provide this holistic view, APCICT developed the Academy Programme. This is APCICT’sflagship programme that includes a comprehensive ICTD curriculum. An inclusive andparticipatory approach has been used to develop the curriculum and implement the programme.

This is to ensure a high-quality programme that meets the growing and diverse demands of policymakers.

As part of the Academy Programme, regional and sub-regional training of trainers workshops areregularly being held to build a cadre of Academy trainers, and the Centre is working inpartnership with about two dozen national training institutions to drive the national roll-out of theAcademy.

Adopting a participatory and inclusive approach to programme management has resulted in high-quality modules, as well as commitment from participating countries in customizing, translatingand delivering the Academy at the national level on a regular basis. By providing support tonational partners in the localization process, APCICT has not only helped in the development of

course materials that are both relevant and more easily understood by national policymakers, butalso strengthened capacities of national training institutions, thus contributing to the nationalAcademies’ effectiveness, reach and sustainability.

The Academy has attained high impact and continues to gather momentum and reach, especiallyamong Countries with Special Needs.

• 109 Academy workshops/events were held by APCICT and its partners in Afghanistan,Bangladesh, Bhutan, Cambodia, Cook Islands, India, Indonesia, Kiribati, Kyrgyzstan, LaoPDR, Mongolia, Myanmar, the Philippines, Pilau, Republic of Korea, Samoa, SolomonIslands, Tajikistan, Timor-Leste, Tonga, Tuvalu, Uzbekistan and Viet Nam.

• The Academy is integrated into national capacity building frameworks in Indonesia,Mongolia and the Philippines. Moreover, in Indonesia, knowledge sharing events organizedby the Academy alumni have led to the establishment of a National e-Government Forum andthe drafting of e-government regulations. In the Philippines, ICT-related questions adaptedfrom the Academy modules have been added in the qualifying examination for civil servants.

• Partners of the Academy have successfully mobilized funds from a variety of sources including their own governments such as in the Philippines. Other instances include fundingfrom UNDP to promote the Academy in Uzbekistan and extend its reach to six out of theseven provinces of Kyrgyzstan, the EU to implement the Academy training in 14 PacificIslands States, the World Bank in Mongolia, and the NGO ‘Open Society Institute’ (OSI) forcurriculum localization in Tajikistan. APCICT’s strong network of partners and its success in

promoting adoption of the Academy by governments continue to play a key role in tappingnew sources for financial and in-kind support, thus facilitating sustainability of the efforts.

• APCICT has been actively promoting south-south cooperation through the Academy. TheCentre has provided a platform to government agencies and Academy partners from membercountries to exchange new ideas, expertise, and ICTD programme/policy implementationexperiences. As another example, resource persons from Indonesia helped to launch theAcademy in Timor-Leste, and Russian-speaking Academy alumni from Kyrgyzstan andMongolia served as resource persons for Academy workshops in Tajikistan. Moreover, theAcademy has been made available in Africa through APCICT’s collaboration with the UNEconomic Commission for Africa (ECA). Discussions are also underway with the UNEconomic and Social Commission for Western Asia (ESCWA) and the UN Economic



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Commission for Latin America and the Caribbean (ECLAC) to extend the Academy to theirregions.

• The Bahasa Indonesia, Myanmar (modules 1-3), Khmer (Cambodia), Mongolian,Russian, and Vietnamese versions of the Academy modules are now available athttp://www.unapcict.org/academy. They have been translated and launched by APCICT’srespective partners, the University of Indonesia, and the National Information TechnologyCenter (NITC) of Kyrgyzstan. Moreover, the University of Indonesia is developing aMaster’s degree programme based on the Academy curriculum, while the Academy modulesare going to be integrated into the course for Master’s students of Public Administration atthe Academy of Management in Kyrgyzstan. Translation of the Academy modules into Azeri,Hindi and Chinese is currently under discussion.

• The Government of the Republic of Korea is using the Academy modules to deliver ICTDtraining as part of their international development cooperation programme.

Overall, more than 80 percent of the participants who attended APCICT training workshopsexpressed that the training content met their needs. The composite percentage includesparticipants who agree or strongly agree with the relevance of the subject matter, usefulness of the training content and case studies presented, enhancement of their knowledge and skills, andworkshop objectives being met.

In response to demand from member States, APCICT is currently in the process of drafting a newAcademy module on ICT and Climate Change (module 10). For module 10, the first draft wascompleted and presented at a web-based consultative workshop held in partnership withMicrosoft to obtain further feedback from experts. The web-based mode helped to minimize the‘carbon footprint’ of the event. Most recently, APCICT held a regional Training of Trainers

Workshop with 45 experts in the field of DRM, Climate Change and ICT. This TOT served tobuild up a pull of resource persons as well as gather additional comments on the new modulesbefore finalization.

2.2 Research and Knowledge Sharing

• 75 publications, handbooks, technical papers, information kits and journal issues, andmodules of the Academy (in English, Bahasa Indonesia, Khmer (Cambodia), Mongolian,Myanmar, Pashto, Russian, Tajik and Vietnamese) published.

• Over 43,000 unique visitors and more than 800 members on e-Co Hub, an online knowledgesharing platform.

• The APCICT Virtual Academy, the distance learning version of the Academy Programme hasover 4,500 course enrolments.

The Centre has published 75 publications on ICT human capacity building and different aspectsof ICTD including ICT human resources development trends, indicators and methods; trainingneeds assessment; and instructional design. APCICT collaborated with the United NationsDevelopment Programme in producing two primers on small and medium enterprises and ICT,and ICT for disaster management. The Centre also sponsored four ICT World Today journals inpartnership with the Korea Information Society Development Institute. In 2010, APCICTcontributed a paper titled ‘ICT Human and Institutional Capacity Building’ focusing on theAcademy programme, to ‘Digital Outreach’, a landmark publication produced by theInternational Telecommunication Union (ITU). In the same year, APCICT contributed a paper



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titled ‘Turning today’s youth into tomorrow’s leaders in ICT’, focusing on the Centre initiativesto develop ICT capacity within youth, to ‘Tomorrow Today’, a UNESCO publication.

To streamline APCICT’s research for the purpose of helping policymakers make timely andappropriate decisions in the choice and adoption of relevant ICT tools, APCICT has initiated tworesearch series - the Briefing Note Series and the Case Study Series. They are fundamental inguiding advisory services and substantiating training programmes of APCICT.

The Briefing Note Series aims to provide at-a-glance information of key ICTD issues forpolicymakers, and facilitate their understanding of the potential of ICT when formulating nationaldevelopment policies and programmes. The first set of nine Briefing Notes focusing on policyconsiderations drawn from the nine Academy modules was released in both print as well asonline versions. The Briefing Note series was entirely translated into Russian, and Briefing Notes1, 2 and 3 were translated into Myanmar and Uzbek languages. APCICT has initiated discussionswith partners to explore possibilities of translation of the Briefing Notes into other languages for

easy reference of policymakers and senior officials.

The Case Study Series provides analyses and compilation of best practices and case studies ondifferent aspects of ICTD. By making the project experiences and findings more accessible, theseries can be useful for policymakers and ICT professionals in their work. The two inauguralissues in this series have been released, focusing on ICT human capacity building fordevelopment, and ICT for disaster risk reduction.

APCICT has distributed the above-mentioned Briefing Notes and Case Study Series issuesbroadly to over 1000 recipients in 30 countries in the Asia Pacific region. Recipients includegovernment ministries, training institutions, national libraries, universities, and Academy partners.APCICT continues to identify more recipients and work with other stakeholders to further

disseminate these publications.

The printed version of eight Academy modules was launched in March 2009 and the BahasaIndonesia and Russian versions were launched in the last quarter of 2009. The Vietnameseversion was launched in November 2010 and the Myanmar version of Modules 1-3 was launchedin the first quarter of 2011.

The updated and revised Academy Version 2.0 as well as Module 9 were launched at theAPCICT Second Regional Forum on ICT Human Capacity Building in October 2011. The titlesand a short synopsis of each module are given in the box below. For a full list of APCICTknowledge products, please refer to Annex I.

About the Academy Modules

Module 1 – The Linkage between ICT Applications and Meaningful DevelopmentHighlights key issues and decision points, from policy to implementation, in the use of ICTs for achievingthe Millennium Development Goals.

Module 2 – ICT for Development Policy, Process and GovernanceFocuses on ICTD policymaking and governance, and provides critical information about aspects of nationalpolicies, strategies and frameworks that promote ICTD.

Module 3 – e-Government Applications



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Examines e-government concepts, principles and types of applications. It also discusses how an e-government system is built and identifies design considerations.

Module 4 – ICT Trends for Government LeadersProvides insights into current trends in ICT and its future directions. It also looks at key technical andpolicy considerations when making decisions for ICTD.

Module 5 – Internet GovernanceDiscusses the ongoing development of international policies and procedures that govern the use andoperation of the Internet.

Module 6 – Network and Information Security and PrivacyPresents information security issues and trends, and the process of formulating an information securitystrategy.

Module 7 – ICT Project Management in Theory and PracticeIntroduces project management concepts that are relevant to ICTD projects, including the methods,

processes and project management disciplines commonly used.Module 8 – Options for Funding ICT for DevelopmentExplores funding options for ICTD and e-government projects. Public-private partnerships are highlightedas a particularly useful funding option in developing countries.

Module 9 – ICT for Disaster Risk ManagementProvides an overview of disaster risk management and its information needs while identifying thetechnology available to reduce disaster risks and respond to disasters.

To meet changing needs, the modules are continually being updated, and additional modules are being

developed, including a tenth module on Climate Change and ICT.

The e-Collaborative Hub (e-Co Hub – http://www.unapcict.org/ecohub) has been critical in

providing a dedicated online platform for knowledge sharing on ICTD, particularly in Asia andthe Pacific for members of the Digital Partnership Network (DPN). The DPN was launched on 8October 2007 at the Second Regional e-Government Training Workshop in Incheon, Republic of Korea. It is a community of policymakers, trainers, academics, researchers and developmentpractitioners, forming a pool of experts in the area of ICTD and capacity building.

The e-Co Hub is being accessed and used by a growing group of DPN members. Its membershipbase has reached over 1000 from 144 different countries and territories. The e-Co Hub aims toenhance the learning and training experience by providing easy access to relevant resources, andby making available an interactive space for sharing knowledge and experiences on ICTD. Thenumber of resources has increased rapidly to a collection of over 550 resources from variousreputable organizations.

While the resources on e-Co Hub are accessible to all users, DPN members can contribute andcomment on resources on the e-Co Hub. DPN members can also find and contact other membersfor expert advice, information, discussion and collaboration. The e-Co Hub is an online avenue todiscuss and peer-review research studies, disseminate research results, and contribute to buildinga community of practice on ICTD and capacity building. Contributors to the e-Co Hub areacknowledged by their username with a link to their profile, which is customizable for publicdisplay on the e-Co Hub.

APCICT has been constantly working to re-design, improve and upgrade e-Co Hub and the

website to enhance users’ experience and encourage knowledge sharing and interaction.



The APCICT Virtual Acad

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12

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APCICT Virtual Academy Homepage

2.3 Advisory Services

• Advisory services provided to more than 25 countries, especially Countries with Special

Needs.• Approximately 10 students per year offered internship at APCICT under the Future ICT

Leaders Programme aimed at building their ICT capacity.• New project aimed at enhancing ICTD coverage in undergraduate and graduate curricula in

universities launched in August 2010.

APCICT has been offering advisory services to national governments and training partners of the Academy in curriculum localization, instructional design and delivery of ICT capacitybuilding training and the Academy. APCICT is also providing advisory support in theinstitutionalization of the Academy in national capacity building frameworks to maximize theirreach to relevant policymakers.

The Centre has been offering advisory services to national training partners of the Academy inlocalizing and delivering the Academy, for the following 5 ‘Tier I’ countries/entities: Indonesia,Mongolia, Philippines, Kyrgyzstan, Secretariat of the Pacific Community (SPC). National roll outof the Academy programme is in advanced stages.

APCICT is also providing advisory services to ‘Tier II’ countries that have already rolled-out theAcademy, but are still in the developmental stage. They include: Afghanistan, Bangladesh,Bhutan, Cambodia, Cook Islands, India, Kiribati, Lao PDR, Myanmar, Pilau, Samoa, SolomonIslands, Tajikistan, Timor-Leste, Tonga, Tuvalu, Uzbekistan and Viet Nam.



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‘Tier III’ countries, which have not yet conducted any Academy-related activities, are also beingprovided advisory services. These countries include: Armenia, Azerbaijan, China, Kazakhstan,Malaysia, Maldives, Nepal, Pakistan, Sri Lanka and Thailand.

Furthermore, based on a request from the Government of the Republic of Korea, APCICTprovided advisory services to incorporate an ICT for development component in theGovernment's international cooperation strategy.

To build the ICT capacity of youth, APCICT’s ‘Turning Today’s Youth into Tomorrow’s

Leaders Programme’ is focused on equipping Asia-Pacific’s future workforce with the requisiteICT tools and the knowledge of their application for promoting socio-economic development.Under the ongoing programme, internships have been offered to graduate students for a period of 3 months. APCICT has also partnered with the ASEAN University Network (AUN), Ministry of Foreign Affairs and Trade of the Government of the Republic of Korea (MOFAT), DaejeonUniversity, and Korea University to provide guidance and mentoring in the form of short, 1-2

month work opportunities to undergraduate exchange students from ASEAN countries and KoreaUniversity, who will go on to become part of the future workforce. Through this initiative,APCICT has coached about 10 students and youth each year.

As the next step in expanding the programme, APCICT has initiated in August 2010 a newproject titled ‘Strengthening ICTD Education in Institutions of Higher Learning’. This projectsupports the objectives of the United Nations Decade of Education for Sustainable Developmentor DESD (2005-2014) declared by the General Assembly through resolution 57/254. The newproject draws upon learnings from the Academy programme which has strongly highlighted theneed to build the ICT capacity of students and youth. It aims to enhance the coverage of ICTDeducation in undergraduate and graduate programmes at universities in targeted countries of theregion through the provision of advisory and advocacy to government and university decision-

makers based on firm background research and analysis. The project also aims to providecoverage of ICTD topics through the ‘Primer Series on ICTD for Youth’ (Primer Series). Issue 1on the Series, ‘An Introduction to ICT for Development’ gives an introductory overview of therole of ICTs in development.

In accordance with its inclusive and participatory approach and to optimize chances of success,APCICT has involved various partners in the project right from its initial stages. APCICTorganized an expert group consultation from 7-9 November, 2010 in Incheon, Republic of Koreacalled “Turning Today’s Youth into Tomorrow’s ICTD Leaders”. The workshop brought together75 participants representing government, academia, international organizations and the privatesector from 29 countries, including 20 ASEAN students to gather comments and feedback onproject strategy and the draft version of Issue 1 of the Primer Series.

In March 2011 APCICT participated in an awareness lecture on ICTD in Myanmar, where nearly1,000 government trainers were sensitized to the project and the content of the module. That samemonth, in cooperation with the National Computer Institute (NCI) of the Philippines, APCICThelped to organize a Consultative Meeting on the Young ICTD Leaders Programme. Around 50university and college professors and administrators were sensitized to the importance of ICTDfor university students and 15 universities expressed a strong interest in piloting the project. On12 September 2011, APCICT met with 6 leading universities in Dushanbe, Tajikistan to discussAPCICT’s project and sensitize stakeholders on the importance of ICTD coverage in universitycurricula.



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Following these stakeholder awareness meeting, APCICT organized as part of the Second Asia-Pacific Regional Forum on ICT Human Capacity Development (24-28 October 2011) a‘Regional Workshop on Strengthening ICT for Development Education in Institutions of

Higher Learning’, which served to build awareness of the content of the Primer Seriesand to discuss future roll-out strategies in the region. 38 participants from governmentand academia from 21 countries and 4 regional organizations participated in thisworkshop. Issue 1 of the Primer Series was launched on 8 February 2012 in Baku, Azerbaijan.

3. PLANNED ACTIVITIES

APCICT will aim for further expansion of its initiatives through a broad-based, consultative andparticipatory approach, align with regional and national needs, and nurture existing partnershipsas well as foster new ones.

Under its Training pillar, APCICT will maintain the Academy as its flagship programme and will

continue to expand its national and regional roll-out via strategic partnerships. Efforts will bedirected towards creating a larger pool of resource persons, identification of local champions,expanding the network of partners at the national level, ensuring ongoing partner engagement andmotivation, and promoting greater south-south cooperation in terms of exchange of experts andtrainers and sharing of best practices, learnings and case studies.

For further broadening the reach of the Academy, APCICT will undertake translation of thecurriculum into different languages through partnerships, as well as development of newAcademy modules. An ‘Academy Partners Resource Centre’ has been launched to serve as aplatform for better exchange of experiences and learnings amongst Academy partners. For theAPCICT Virtual Academy, APCICT will focus on a renewed promotion strategy for enhancingutilization. APCICT is also developing an online Community of Practice (COP), which will

provide experts a platform for knowledge sharing.

APCICT’s Research and Knowledge Sharing strategy will focus on upscaling the exchange of information, experiences and best practices. The Centre will aim to expand the resource base of e-CoHub, particularly in the areas of the new modules. With regard to the ICTD Case Study andBriefing Note series, new issues will be developed for relevant ICTD themes and promoted torelevant target groups. APCICT will also publish 2 issues of the ICTD Knowledge Sharing Serieson ‘ICTD Institution Building’ and ‘ICTD Cyber Security’.

As part of work under the Advisory Services pillar, APCICT has initiated the development of amonitoring and evaluation (M&E) framework for the Academy as well as other ICTD capacitybuilding programmes at the national and sub-regional levels. Given the rapid expansion of the

Academy since its launch in 2008, there is now a need to have a well structured M&E mechanismthat can provide practical tools and methodologies for capturing the progress and impact of suchprogrammes, and help APCICT’s partners in more focused, need-based and sustainable deliveryof ICTD training.

APCICT will also continue to support Academy partners for curriculum localization andcustomization, as well as integrating the Academy into national capacity building frameworks.The new project on ‘Strengthening ICTD Education in Institutions of Higher Learning’ will beimplemented with a specific focus on ensuring an inclusive and participatory approach. APCICTwill also undertake the development of new issues of the Primer Series to help expand ICTDtopics to benefit university students.



ANNEX I: Titles of AP

Academy of ICT Essenti

(English Version)

Module 1 : The LinkageMeaningful De

Module 2 : ICT for DeveloGovernance

Module 3 : e-GovernmentModule 4 : ICT Trends forModule 5 : Internet GoverModule 6 : Network and InModule 7 : ICT Project

Practice Module 8 : Options for Fu


(Bahasa Indonesia Version)

Modul 1 : Kaitan antaPembangunan

Modul 2 : Kebijakan, ProPembangunan

Modul 3 : Penerapan e-GModul 4 : Tren TIK untuModul 5 : Tata Kelola Int

Modul 6 : Keamanan Jaridan Privasi

Modul 7 : Teori dan PraktModul 8 : Pilihan Pendan


(Russian Version)

Модуль 1: Связь между информациотехнологий и

Модуль 2: ИКТ для полуправления р

Модуль 3: Применение (электронное

Модуль 4: Тенденции раМодуль 5: Управление Модуль 6: Обеспечение

безопасности частной жизн

Модуль 7: Управление практике

Модуль 8: Варианты ф развития

ICT Knowledge Products

ls for Government Leaders

etween ICT Applications andvelopmentpment Policy, Process and

Applications Government Leaders

ance

formation Security and Privacy Management in Theory and

ding ICT for Development


ra Penerapan TIK danang Bermaknaes, dan Tata Kelola TIK untuk

vernment Pimpinan Pemerintahan

rnet

ngan dan Keamanan Informasi

ik Manajemen Proyek TIK

aan TIK untuk Pembangunan


применением ных и коммуникационных долгосрочным развитием тики развития, процесса и азвитием

лектронного правительства правительство) звития ИКТ спользованием интернета информационно-сетевой и неприкосновенности и

КТ-проектами в теории и на

нансирования ИКТ в целях

16



17

Academy of ICT Essentials for Government Leaders

(Viet Nam Version)

Hc phn 1: MI LIÊN H GI A NG DNG CÔNGNGH THÔNG TIN VÀ S PHÁT TRINÝ NGHĨA

Hc phn 2: CNTT-TT CHO PHÁT TRIN CHÍNHSÁCH, QUY TRÌNH VÀ QUN TR

Hc phn 3: NG DNG CHÍNH PH IN T Hc phn 4: XU HƯ NG CÔNG NGH THÔNG TIN VÀ

TRUYN THÔNG CHO LÃNH O CƠ QUAN NHÀ NƯ C

Hc phn 5: QUN LÝ INTERNETHc phn 6: AN TOÀN, AN NINH THÔNG TIN VÀ

MNG LƯIHc phn 7: LÝ THUYT VÀ TH C HÀNH V QUN

LÝ D ÁN CÔNG NGH THÔNG TIN VÀTRUYN THÔNGHc phn 8: CÁC HÌNH TH C HUY NG VN U

TƯ CHO D ÁN CNTT&TT PHC V PHÁT TRIN


(Myanmar Version)


(Mongolia Version)

Модул 1: МХТ-ын хэрэглрд болон утга тглдр хгжлэлтийн хоорондын холбоос

Модул 2: Хгжлийн бодлого, процесс,засаглалд зориулсан МХТ

Модул 3: Цахим засгийн газрын хэрэглээнд Модул 4: Трийн байгууллагын удирдлагуудад

зориулсан МХТ-ын чиг хандлагууд Модул 5: Интернетийн засаглал Модул 6: Слжээ,Мэдээллийн аюулгй

байдал, Хувийн нууц Модул 7: Онол болон практикт МХТ-ын

тслийн удирдлага Модул 8: ХМХТ-ын санхжилтийн

сонголтууд



ICTD Case Study Series

Issue 1: ICT Human CapacityIssue 2: ICT for Disaster Risk

ICTD Briefing Note Series

Issue 1: The Linkage between IDevelopmentIssue 2: ICT for DevelopmentIssue 3: e-Government ApplicaIssue 4: ICT Trends for GovernIssue 5: Internet GovernanceIssue 6: Network and InformatiIssue 7: ICT Project ManagemIssue 8: Options for Funding I

Reports and Other Publicatio

ICT Human Resource

Pacific: Current Status,Strategies

Development of a Multi-Human Resource Capacit

Development of a Multi-Human Resource Capacit

Small and Medium Entewith UNDP)

ICT for Disaster Manage Training Needs Assessme ICT Human Resourc

Compilation of Good Prac Information Kit for Pa

Essentials for Government Handbook on Instructional

ICT World Today

Inaugural Issue – Socio-EDivide

Spring 2009 – ICTs and E Summer 2009 – Broadban

Development Spring 2010 – ICT and In

uildingeduction

CT Applications and Meaningful

olicy, Process and Governancetionsment Leaders

on Security and Privacynt in Theory and PracticeT for Development

ns

Development in Asian and theEmerging Trends, Policies and

Factor Set of Country-Level ICTIndicators

Factor Set of Country-Level ICTIndicators

rprises and ICT (in collaboration

ent (in collaboration with UNDP)t: A Technical Papers Development Methods: Aticestners of the Academy of ICTLeadersDesign for the Academy

onomic Impact of ICTs, Digital

nvironmentd and Mobile Communications for

ovation

18

apcict briefing note_february 2012

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