7.1 Floss, oer, equality and digital inclusion  (Page 2/10)

Note that this type of peer production activity has been most evident in the “developed” world. Yochai Benkler emphasizes that most of his research on peer production has focused on the more powerful economies.

1. Is the learning from and between FLOSS, OER and other peer production case studies applicable in “developing” economies?
2. What are the priorities for education, and how could FLOSS have an impact?
3. What are the motivators and barriers to FLOSS adoption?
4. If we were to overcome those barriers and provide physical access to the world’s knowledge resources (via FLOSS), would we achieve“equality”?

A1. is the learning about floss, open content and peer production applicable in developing economies?

Most of the population does not have access to the facilities that enable peer-production (personal computers, the Internet and high bandwidth). However, the cultures seem well disposed towards collaborative knowledge production.

“Developing” countries typically include “developed” areas functioning as part of the global knowledge economy.

Conversely, some “developed” countries face challenges normally associated with “developing” countries (such aspoverty, health issues, unemployment, unequal access to education and public services, etc.) - though the scales may be vastly different.

Developing countries are generally not entrenched in set ways of using ICT in education. This is an opportunity to develop, adopt and adapt new and contextuallyappropriate approaches, and to build innovative supporting software infrastructures to address local/regional needs. FLOSS, free/open content, open standards, and free file format s permit this freedom to innovate .

By addressing the issues where they can be addressed, we will be better prepared to service new areas and people when they become connected (for example, if softwareand learning resources are already localised)

A2. what are the priorities for education, and how could floss have an impact?

In many schools, the priorities are for buildings, water supply, electricity, nutrition for the learners, health, etc.. These needs mirror those of thecommunities. If ICT (Information Communications Technology) is indeed an enabler for meeting development needs, then the priority software and knowledge resources are those which facilitate access toknowledge on sustainable agriculture, primary health care, technical/vocational and entrepreneurial skills, and survival in the relevant context.

There is a worldwide shortage of teachers, and learners do not necessarily have parents available to support them in doing what it takes to get an education.

HIV AIDS is having an impact on the age pyramid in developing countries, eroding not only the aged cohorts, who form a key part of the extended family support systems,but of the current adult generations. The result is a lack of leadership from the aged, a lack of income and parental care, and care for the aged - a lost generation “BeyondThunderdome.”