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The Information Economy Report 2011 demonstrates that effective use of information and communication technologies (ICTs) in both the private and the public sector can significantly contribute to and accelerate progress in private sector development (PSD).

Governments and their development partners should take a holistic and comprehensive approach to leveraging ICTs in PSD, although a review of PSD strategies indicates that this is often not the practice. Similarly, donor strategies often refer to the use of ICTs in PSD in a peripheral manner only, if at all. On its own, new technology will have limited effects on PSD. However, when carefully integrated into policies and processes, ICTs can reduce business costs, promote transparent, rules-based systems, and improve communication between the public and private sector.

Governments need to work with the private sector to create an investment climate and a business environment that encourage the use of ICTs within private firms as well as in government. The potential of ICTs can then be realized, through adequate infrastructure and skills, and a commitment by governments to making markets work effectively. In some areas, there is already considerable experience and evidence to guide policy initiatives. In other areas, where opportunities for ICTs to contribute to PSD have emerged only in the past few years (as in the case of mobile money services), more analysis and testing of different business models is needed to assess potential and identify best practices.

The world is experiencing a major shift from an economy and society based on mass production to one based on knowledge creation. The book examines the range of educational experiences, practices, and issues and presents them in a way that can be used by decision makers crafting ICT policy in education. The book begins by considering the broader technological, economic, and social trends that have been sweeping the globe and moving toward an information economy and knowledge society. It examines the dramatic increase in capabilities and use of ICT and their related social and economic impact – positive and negative – in both developed and less developed nations.

The cases analysed in this publication are taken from different regions of the world – Africa, Arab region, Asia and Latin America – illustrating the global dimension of the changes that ICT bring to education systems and policies. The wide diversity offered by the selected countries - Jordan, Namibia, Rwanda, Singapore and Uruguay – in terms of economic and educational development, suggests that the issues at stake are not limited to a particular group of privileged countries. ICT can have a transformative effect on education regardless of the economic conditions, in very advanced school systems as well as in poorly resourced ones. The choice of the policy mix varies according to particular circumstances but the vision and the potential of ICT to transform education is universal. This is the key message that this publication attempts to articulate.

The dissemination and use of information and communications technologies (ICT) in schools has come to be seen by education policy-makers as a significant opportunity. They are attracted to the prospect that ICT can improve student achievement, improve access to schooling, increase efficiencies and reduce costs, enhance students’ ability to learn and promote their lifelong learning, and prepare them for a globally competitive workforce. As the power and capability of computers have increased, as they have become interconnected in a worldwide web of information and resources, as they provide a conduit for participation and interaction with other people, as they have become linked to other devices, and as their costs have come down, policy-makers, particularly those in developing countries, have come to see ICT as a viable, and even dramatic, way of responding to the multiple challenges that they face.

Once policy-makers consider making significant investments in ICT, a host of questions emerge: How many computers are needed in a school? Where should they be located? How should the network architecture be structured? How should the computers be distributed equitably? What additional resources are needed to support their use? What kind of training do teachers need to take advantage of these resources? How can they use them in their teaching? Are these uses effective? Are these even the right questions?

The position taken in this book is that while these questions represent important implementation issues, they are not the questions that should frame ICT policy. ICT can have a greater impact when the policies and programmes designed to implement them are crafted in the broader context of social and economic goals and when they are implemented in support of coordinated change of all the components of the education system, aligned to a vision of economic development and social progress – that is, when ICT policies and programmes support educational transformation.

Sustainable Innovation, understood as the shift of sustainable technologies, products and services to the market, requires a market creation concept and one common global agenda. The challenge is to raise awareness among all actors of the different sectors in order to realize the innovation potential and to shift to eco-innovations that lead to sustainable consumption and production patterns. 

Throughout this study prepared within the “Solving the E-Waste Problem (StEP) Initiative” the focus lies on a consistent set of different types of metals (ferrous and non-ferrous metals) such as aluminium (Al), copper (Cu), palladium (Pd) and gold (Au). Toxic and hazardous elements are present in e-waste, which are partially drivers for the implementation of sound collection and treatment processes. Therefore in the discussion of recycling technologies, the proper handling and treatment of such harmful elements to prevent environmental or health impact is included. Furthermore, the use and generation of toxic/hazardous substances during e-waste processing (for example, a mercury-gold amalgam or combined dioxins from inappropriate incineration) is critically evaluated with respect to the sustainability criteria for innovative technologies. 

The study, structured in three parts, has the following three main objectives: 

(1) Analysis of the market potential of relevant technologies for the e-waste recycling sector in selected developing countries, 

(2) Examination of the application of the ‘Framework for UNEP Technology Transfer Activities in Support of Global Climate Change Objectives’ in order to foster the transfer of innovative technologies in the e-waste recycling sector, 

(3) Identification of innovation hubs and centres of excellence in emerging economies relevant for e-waste recycling technologies.