제16403호                        관                  보                  2006.12.19. (화요일)
 to support national capacity building              Countries). ICTs themselves, however,
 in educational development planning                can neither cure poor educational policy
 and implementation through sharing                 and management nor transform radically
 experiences among the target countries             the education system. In order to make
 a n d c ou nt r ie s wh ich h ave overc ome        ef fe ct ive u s e of IC Ts i n en h a nc i n g
 similar developmental problems (e.g.               the reach and quality of teaching and
 Republic of Korea). Four countries will            le a r n i n g, e duc at i o n m a na g e r s mu s t
 be selected and supported under this               develop a comprehensive and sustainable
 project.                                           policy on IC Ts in education that is
I. Context and justification                        relevant to the national development
 The Dakar Framework for Action(2000)               context and prospects. Furthermore,
 invites all countries to achieve the EFA           app r o p r i at e c o nt e nt s a n d t o ol s fo r
 goals and targets at the earliest possible         education delivery should be designed
 date, and no later than 2015. In response          to facilitate the learning and teaching
 to this call, many countries have been             processes in different areas and levels of
 engaged in the preparation of education            the education system, including teacher
 sector plans or in the integration of the          training, interactive student learning, etc.
 EFA goals into their existing education            ICTs can also help tackle the production
 sector development plans (ESDPs) in                of statistics that are required to support
 accordance with the criteria outlined in           t h e p r o c e s s of p ol ic y develop m e nt,
 the Dakar Framework for Action, which              planning, management and monitoring
 identified the use of ICTs as one of the           of e duc at ion s er v ic e s. L a s t but not
 main strategies for achieving the EFA              least, ICTs can help improve strategic
 goals.                                             management, especially in designing
 Rapid developments in ICTs have brought            appropriate and credible educational

 about significant changes in the way               policies and strategies.

 the world communicates and operates.               According to the findings of a UNESCO

 These changes have also had a great                survey on the status and needs for

 impact on the education sector, both               national planning for EFA implementation,

 in terms of the content and delivery of            m a ny c ou nt r ie s r e q u e s t e d U N E S C O

 educational services and of educational            to provide technical support for the

 management. A UNESCO report shows                  preparation/review of EFA Plans in the

 that the application of new technology             following areas:

 in education would be able to provide              ●Monitoring and evaluation systems (data
 good quality education at 60 percent of              collection, processing, analysis);
 the cost of regular schooling (UNESCO,             ●Capacity building in planning and
 2001, Distance Education in the E-9                  management (efficient management,
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