ICT for social development: how equal?

ICT has been experiencing an even further boost, especially during the last two years for reasons that we all now. The development field, like any other, was affected by it but, again like any other, not always in equal terms. If from one side, apps and websites were allowing many of us to transfer almost all of our professional and private activities online, the availability of devices and connectivity remained scarce for many others.

When looking at training and education for development, I get fascinated by the steps that technologies are undertaking and by their potential exploitation and benefits for both aid workers and respondents. At the same time, I wonder how equally this evolution is advancing. During the COVID-19 era, UN agencies exploring new ways of delivering classes through latest generation AI glasses and avatars coexist with local NGOs trying to reach and then train online those learners in remote areas sometimes equipped with a mobile phone only.

In this blog I would like to look at ICT for social development: to both its numerous benefits (provision of ICTs induces other skills development as well as several types of freedoms); but also to its many necessary improvements (such as closing the gap between ICT training and the realities of the context, focusing more on the power structures of social inequality, considering beneficiaries’ preferences in designing and implementing ICTs). [1]

While waiting for the next post, what are your views on ICT, education and social development? Are there any directions you would like this blog to take? Please feel free to share your thoughts!

[1] Heeks, R. 2017: Information and Communication Technology for Development (ICT4D) (Chapter 6.3). Abingdon: Routledge