Motivation of the track and continuing conference. Sustainable Social Development which is described by the World Commission on Environment and Development (WCED, 1987) as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” has emerged as one of the most prominent development paradigms. In this context, Information and Communication Technologies (ICTs) have often been viewed as playing a role by prompting social integration and social change. This sometimes contrasts with the results that we can find in the research literature on the digital divide that exists mainly in most Southern countries. To bridge the gap between the possibilities of ICTs related projects to support development in the Southern counties and the reality of the digital divide a profound education system in ICT related fields is needed.
For example, Ruohonen & Mavengere have been developing 10 years teaching, related research and network building for Information and Communications Technology for Development (ICT4D) at the University of Tampere, Finland. This has included many teaching and research openings to Asian and African countries. One of the most visible programs is related to using ICT (including mobile phones) for educational and advisory services (see www.ruralvoice.fi) We have also organized many seminars, symposia and courses such as; ICT4D seminar , UniPID seminar and a related course
Bhebe S. V. and de la Harpe R. (2014). Nursing Informatics Education Stakeholder Analysis in South Africa. Position paper presented at the workshop ‘Participation for Development’ at the PDC’14, 05-OCT-2014, Windhoek, Namibia Seebregts C. J, Mamlin, B. W. and Biondich, P. G. (2010). Human factors for capacity building. Lessons learned from the OpenMRS implementers network. Yearb Med Inform. (5):13–20.
Passey, D., Laferrière, T., Ahmad, M. Y. A., Bhowmik, M., Gross, D., Price, J., Resta, P., & Shonfeld, M. (2016). Educational Digital Technologies in Developing Countries Challenge Third Party Providers. Educational Technology & Society, 19 (3), 121–133.