Capacity Building / Renforcement des capacités

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    Making open development inclusive : lessons from IDRC research
    (MIT Press, 2020-08-25) Smith, Matthew L.; Seward, Ruhiya Kristine
    A decade ago, a significant trend in using and supporting open practices emerged in international development. “Open development” describes initiatives as wide-ranging as open government and data, open science, open education, and open innovation. The driving theory was that these types of open practices enable more inclusive processes of human development. This volume, drawing on ten years of empirical work and research, analyzes how open development has played out in practice. Focusing on development practices in the Global South, the contributors assess the crucial questions of who is able to participate and benefit from open practices, and who cannot. Examining a wide range of cases, they offer a macro analysis of how open development ecosystems are governed, and evaluate the inclusiveness of a variety of applications, including creating open educational resources, collaborating in science and knowledge production, and crowdsourcing information.
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    Emerging economies artificial intelligence ecosystem in the Global South
    (2018-09-07) Orlic, Davor
    This poster/brochure provides visual representation of private sector start-ups and accelerators; University labs and public sector NGOs; CSOs, think tanks, and development projects focussing on Latin America and Caribbean, Sub-Saharan Africa, Middle East and North Africa, and Asia. The poster contains close to 600 graphic logos/icons, which are charted in relation to their sector and region.
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    Learning, planning and adapting UFE and ResCom according to emergent need : case study of the open and collaborative science for development network (OCSDNet)
    (2018-01) Nyangaga, Jules; Brodhead, Dal; Ramirez, Ricardo
    The Open and Collaborative Science for Development (OCSDNet) project is a network of research institutions with limited staff time and resources. The DECI-2 team (Developing Evaluation and Communication Capacity in Information Society Research) focused its attention on evaluation and communication needs adapting the Utilization Focused Evaluation (UFE) and Research Communication (ResCom) concepts. A poster summary elaborates on specific evaluation questions, communication objectives, data collection instruments, and communication media and methods. The OCS community needs to further develop a common language and principles in discussing concepts of science, openness, and development.
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    Final technical report : strengthening information society research capacity alliance III (SIRCA III)
    (2018-01-26) Chib, Arul I.; Bentley, Caitlin; Pek, Sandy
    Society Research Capacity Alliance (SIRCA III) is a theory and capacity building research programme which has funded six theory-building research projects led by teams of inter-disciplinary senior researchers across the globe. All theoretical frameworks were positioned for rigorous evaluation and testing. Empirical projects included case studies on the Kenya Open Data Initiative; Municipal Land Records Management and municipal services (Chennai, India); evaluating Tanzania’s Open Data Initiative; mobile agricultural open data information service for farmers (Sri Lanka), climate change weather mapping initiative (Bengal, India), and trust issues between citizen groups and municipal government (Chennai, India).
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    Digital literacies learning in contexts of development : a critical review
    (2019-01-09) Schira Hagerman, Michelle; Spires, Hiller A.
    This critical review of the designs, impacts and markers of quality of six literacy interventions offers insights into the strengths and weaknesses of fixed and open approaches to literacies-learning. The detailed study explores digital learning interventions funded by the IDRC (2016–2018), in particular, the digital literacies learning and practices of children and youth in contexts of development. Reading comprehension skills improved significantly relative to the control group, and all of the interventions seemed to support literacies-learning. As well, the open interventions reviewed in this analysis offer promising models in contexts of development for teens.