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By M. Hakikur Rahman

The knowledge revolution has thoroughly reworked the worldwide improvement method via leading edge usage of data and communique applied sciences (ICTs). in particular, in ICT practices for improvement, contribution of data and data administration is critical. details and conversation applied sciences for financial and local advancements contains evolution, making plans, improvement, implementation, and useful implications of various improvement practices all over the world, concentrating on socio-economic empowerment and neighborhood advancements via ICTs. info and conversation applied sciences for fiscal and local advancements offers suggestions, luck instances and screw ups of these improvement practices that may be considered for destiny undertaking training.

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The irst theme is a vertical strategic theme that accommodates the underlying drivers in the learning perspective that will lead to the desired strategic outcome in the customer perspective placed at the top of the hierarchy. It emphasizes the development of the existing strengths of each HEI. The focus on the strengths helps the HEIs to use their resources eficiently and improve the quality of their services. The eficient and high-quality services help the HEIs to serve their customers better.

Similar programs include the “Chakma Language Preservation Project” in India and the “Pukllasunchis Primary School” project in the Andean region of Peru (King & Schielmann 2004, pp. 139, 217). These are costly, Labor-intensive ICT development programs with only a few inancial incentives. Seen in a long-term perspective, however, the preservation of scripts and medicinal practices may bring enormous beneits, both cultural and economic, to the entire world. The issue of language preservation is especially signiicant in development programs focused on ICT dissemination, because unless ICT applications are developed with grassroots consultation, they will tend to present themselves to communities in the dominant, hegemonic languages of international business and trade.

Is prohibited. 8 Rennie First, the curriculum should relate to the local context, customs, livelihoods and rural development activities. Second, it should take due account of the teachers’ qualiications and training (although ideally these should be in accord with the curriculum). Third, it should make use of locally available skills, knowledge and other resources. , be demand-driven). (p. 145) Once curricular content is established along these guidelines, developers can begin to support and complement pedagogical practices with ICT tools and applications.

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