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วันอาทิตย์ที่ 6 พฤษภาคม พ.ศ. 2550
Information and Communication Technology for Peace
Information and Communication Technology for Peace
The Role of ICT in Preventing, Responding to and Recovering from Conflict
ACKNOWLEDGEMENTS
The ICT4Peace project is indebted to many individuals and institutions. Wewould like to express our gratitude to former Finnish President MarttiAhtisaari, Kristiina Rinkineva, and the Crisis Management Initiative,Ambassadors Thomas Greminger, Yrjö Länsipuro, Peter Maurer and TeddyWinkler, Christian Catrina, Maurice Strong, Michael Moller, Georg Stein,
Claude Bruderlein, Mathias Stiefel and Bodgan Lungulescu andWSPInternational, Heinz Krummenacher, Anja Ebnöther, Chris Pallaris, JuanRada, Andreas Wenger, Alain Modoux, Linton Wells, Brian Fila, MarkusReisle, Tim Kelly, Rene Francis, Joutiar Saleh, Jean-Pierre Gontard, theGeneva Center for Humanitarian Dialogue, Denis and Bernard Barut of Startforyou, Johann Terretaz of Twice2 for designing the logo, and to the International Telecommunications Union and the United Nations Office for the Coordination of Humanitarian Affairs (OCHA) for the kind permission to reprint the Tampere Convention on the Provision of Telecommunication
Resources for Disaster Mitigation and Relief Operations and OCHA and Reliefweb for the kind permission to reprint the OCHA 2002 Symposium Final Statement on Best Practices in Humanitarian Information Management and Exchange as annexes. We would like to express our sincere appreciation to all those who made this publication possible, the staff of the United Nations Task Force Secretariat, located in the Department of Economic and Social Affairs of the United Nations, who devoted many hours to proofreading the text, especially Enrica Murmura, and her collaborators Edoardo Zucchelli and Cheryl Stafford, and the Graphic Design Unit of the United Nations Department of Public Information Our recognition also goes to Sarbuland
Khan and Sergei Kambalov for opening the United Nations ICT Task Force Series to our endeavour. The ICT4Peace project also wished to thank our sponsors: first and foremost the Swiss Federal Department of Foreign Affairs and the Swiss Federal Department of Defense, Civil Protection and Sport, and also WiseKey, the OISTE foundation, the Corymbo Foundation, and
l’Agence Intergouvernementale de la Francophonie.
The Role of ICT in Preventing, Responding to and Recovering from Conflict
ACKNOWLEDGEMENTS
The ICT4Peace project is indebted to many individuals and institutions. Wewould like to express our gratitude to former Finnish President MarttiAhtisaari, Kristiina Rinkineva, and the Crisis Management Initiative,Ambassadors Thomas Greminger, Yrjö Länsipuro, Peter Maurer and TeddyWinkler, Christian Catrina, Maurice Strong, Michael Moller, Georg Stein,
Claude Bruderlein, Mathias Stiefel and Bodgan Lungulescu andWSPInternational, Heinz Krummenacher, Anja Ebnöther, Chris Pallaris, JuanRada, Andreas Wenger, Alain Modoux, Linton Wells, Brian Fila, MarkusReisle, Tim Kelly, Rene Francis, Joutiar Saleh, Jean-Pierre Gontard, theGeneva Center for Humanitarian Dialogue, Denis and Bernard Barut of Startforyou, Johann Terretaz of Twice2 for designing the logo, and to the International Telecommunications Union and the United Nations Office for the Coordination of Humanitarian Affairs (OCHA) for the kind permission to reprint the Tampere Convention on the Provision of Telecommunication
Resources for Disaster Mitigation and Relief Operations and OCHA and Reliefweb for the kind permission to reprint the OCHA 2002 Symposium Final Statement on Best Practices in Humanitarian Information Management and Exchange as annexes. We would like to express our sincere appreciation to all those who made this publication possible, the staff of the United Nations Task Force Secretariat, located in the Department of Economic and Social Affairs of the United Nations, who devoted many hours to proofreading the text, especially Enrica Murmura, and her collaborators Edoardo Zucchelli and Cheryl Stafford, and the Graphic Design Unit of the United Nations Department of Public Information Our recognition also goes to Sarbuland
Khan and Sergei Kambalov for opening the United Nations ICT Task Force Series to our endeavour. The ICT4Peace project also wished to thank our sponsors: first and foremost the Swiss Federal Department of Foreign Affairs and the Swiss Federal Department of Defense, Civil Protection and Sport, and also WiseKey, the OISTE foundation, the Corymbo Foundation, and
l’Agence Intergouvernementale de la Francophonie.
Information and Communication Technology Program
Information and Communication Technology Program
The Program of Information and Communication Technology (ICT) established in 2005 is the newest program in the Faculty of Science. At present, the Program offers a four-year full time undergraduate program leading to a B.Sc. Degree in Information and Communication Technology. Around 70 students are admitted to the Program each year. The ICT curriculum is organized into four tracks of subjects : information technology, communication technology, computer hardware and software technology, and technology for management.
The Program of Information and Communication Technology (ICT) established in 2005 is the newest program in the Faculty of Science. At present, the Program offers a four-year full time undergraduate program leading to a B.Sc. Degree in Information and Communication Technology. Around 70 students are admitted to the Program each year. The ICT curriculum is organized into four tracks of subjects : information technology, communication technology, computer hardware and software technology, and technology for management.
What is ICT sourcing?
What is ICT sourcing?
ICT is a management tool to support an agency's business requirements.
It typically includes components such as applications development, infrastructure (mainframes, midrange machines, desktops and servers), communications, strategy and administration.
ICT sourcing determines how an agency's ICT components are obtained, managed and run.
The basic objective of ICT sourcing is to deliver the required level of support for the agency's business requirements in the most cost effective way.
This is encapsulated in the Government's policy objective of achieving the best overall Value for Money ICT outcome.
For some agencies, the 'best level of support' may mean access to skills and expertise not available internally, or greater flexibility to allow ICT to meet changing business requirements.
Others may use ICT sourcing as a way to release resources and allow for a greater focus on strategic objectives.
We have defined three broad types of ICT sourcing, based on the degree to which ICT is managed externally and the number of vendors involved:
Self-managed: ICT is predominantly managed and run by internal resources, possibly including contractors or consultants, with little or no service level agreements (SLAs) with external vendors.
Single sourcing: ICT is predominantly run by a single external party under an SLA.
Selective sourcing: ICT is predominantly run by multiple external parties under one or several SLAs.
Single sourcing and selective sourcing are often grouped together and called 'outsourcing', while self-managed is also be referred to as 'in-house'.
In a self-managed arrangement, agencies would purchase goods from suppliers, and procurement would largely be transactional.
In an external arrangement - either single or selective - agencies would generally need to manage a more complex relationship with a vendor.
There are other sourcing models such as business process outsourcing (BPO), shared services, co-sourcing, offshore, and contracting out.
These can be considered variations within the three basic models described above.
ICT is a management tool to support an agency's business requirements.
It typically includes components such as applications development, infrastructure (mainframes, midrange machines, desktops and servers), communications, strategy and administration.
ICT sourcing determines how an agency's ICT components are obtained, managed and run.
The basic objective of ICT sourcing is to deliver the required level of support for the agency's business requirements in the most cost effective way.
This is encapsulated in the Government's policy objective of achieving the best overall Value for Money ICT outcome.
For some agencies, the 'best level of support' may mean access to skills and expertise not available internally, or greater flexibility to allow ICT to meet changing business requirements.
Others may use ICT sourcing as a way to release resources and allow for a greater focus on strategic objectives.
We have defined three broad types of ICT sourcing, based on the degree to which ICT is managed externally and the number of vendors involved:
Self-managed: ICT is predominantly managed and run by internal resources, possibly including contractors or consultants, with little or no service level agreements (SLAs) with external vendors.
Single sourcing: ICT is predominantly run by a single external party under an SLA.
Selective sourcing: ICT is predominantly run by multiple external parties under one or several SLAs.
Single sourcing and selective sourcing are often grouped together and called 'outsourcing', while self-managed is also be referred to as 'in-house'.
In a self-managed arrangement, agencies would purchase goods from suppliers, and procurement would largely be transactional.
In an external arrangement - either single or selective - agencies would generally need to manage a more complex relationship with a vendor.
There are other sourcing models such as business process outsourcing (BPO), shared services, co-sourcing, offshore, and contracting out.
These can be considered variations within the three basic models described above.
What is IT?
What is IT?
Information technology (IT) comprises the knowledge, skills and understanding needed to employ information and communications technologies appropriately, securely and fruitfully in learning, employment and everyday life. IT is to ICT as literacy is to books, journals or screen displays.
IT capability at school age includes:
understanding of how information is structured in a database;
skills in carrying out a search on the World Wide Web with sensitivity to meaning, accuracy of data and reliability of sources;
understanding of how computers can simulate real processes e.g. predator-prey relationships;
skills in using software e.g. word processing or e-mail to communicate effectively;
understanding that ICT can be used to control things;
knowledge of how to use ICT securely, with consideration of the feelings of other people, their rights to privacy and ownership of material.
The focus of IT is on pupils' capability with ICT. This is why IT is the overall title used for the National Curriculum subject and qualifications.
Not all IT learning will involve the use of computers. For example, teachers might ask pupils to:
sort real objects into different categories as an introduction to databases;
read a piece of printed text in order to identify the key words that might characterise it and help to retrieve it electronically if necessary;
develop paper-based models and simulations of situations;
consider the use of font sizes and print effects in newspapers and magazines as part of their work with word processors;
give each other instructions as a way of teaching about precision and control;
compare the use of IT tools and software with other ways of undertaking a design, composition or analysis task."
Information technology (IT) comprises the knowledge, skills and understanding needed to employ information and communications technologies appropriately, securely and fruitfully in learning, employment and everyday life. IT is to ICT as literacy is to books, journals or screen displays.
IT capability at school age includes:
understanding of how information is structured in a database;
skills in carrying out a search on the World Wide Web with sensitivity to meaning, accuracy of data and reliability of sources;
understanding of how computers can simulate real processes e.g. predator-prey relationships;
skills in using software e.g. word processing or e-mail to communicate effectively;
understanding that ICT can be used to control things;
knowledge of how to use ICT securely, with consideration of the feelings of other people, their rights to privacy and ownership of material.
The focus of IT is on pupils' capability with ICT. This is why IT is the overall title used for the National Curriculum subject and qualifications.
Not all IT learning will involve the use of computers. For example, teachers might ask pupils to:
sort real objects into different categories as an introduction to databases;
read a piece of printed text in order to identify the key words that might characterise it and help to retrieve it electronically if necessary;
develop paper-based models and simulations of situations;
consider the use of font sizes and print effects in newspapers and magazines as part of their work with word processors;
give each other instructions as a way of teaching about precision and control;
compare the use of IT tools and software with other ways of undertaking a design, composition or analysis task."
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