Information and communication technology ICT for development of small and medium sized exporters in east asia viet nam

... application of IT for SMEs in Viet Nam in the near future. CEPAL – Project document Information and Communication Technology (ICT) for development of small : Viet Nam 46 The information ... Económica para América Latina y el Caribe (CEPAL) Information and Communication Technology (ICT) for development of small and medium- sized exporters in East Asia: Viet Nam Ngyuyen Thanh Ha ... quality of the Vietrade commercial information library and database. CEPAL – Project document Information and Communication Technology (ICT) for development of small : Viet Nam 25 III. SME development...

... disguising transactions, withholding information, providing unbalanced advice, and misusing insider information. We also know that the accounting fraud lead to diminish the integrity and reliability ... ethics in accounting, so that nobody loses confidence given information. The essence of accounting ethics is in the maintenance of professional objectivity and integrity. 2.2 Code of Ethics for ... integrity and reliability of accounting and financial information. And accounting fraud originally from these factors as follow: conflict of interest, driven by profit management, corporate...

... Chapter1Researching and Evaluating Information & Communication Technology for Social Development ColinLatchemIntroductionProjectsapplying information and communication technology (ICT) tosocial development arerarelyresearched,evaluatedorreported, and evenwhentheyare,theconceptualisation,design,conduct and reporting of thisworkoftenlacksquality.Thereisaneed for farmorerigorousresearchinto ICT projectsatthenational,organisational and practitionerlevels,toachieveabody of researchthatcanguidefutureplanning and practice.Policy‐makers,planners and practitionersalikeneedtobeinvolved in undertakingformative and summativeevaluation, and quantitative and/ orqualitativeresearch,notonlytoimprovetheirownknowledge and skills in ICT for social development, buttoproviderobust and strategicallysignificantfindingsthatcaninfluence and guidegovernments,donors, and otherkeystakeholders.Research and evaluation of ICT for social development areneededatthe:1) ... theuse of cell‐phones for personalreasonsduringworkisbanned for banktellers and waiters;30 In Cambodia,werecognisethatweareattheearlystages of using ICT tobroadenaccess and toimprovethequality of education.Weanticipatethat ICT willbecomeanincreasingpart of distanceeducation,especially for expandingsecondary and highereducationopportunities.ThereforetheRoyalGovernment of CambodiahassetuptheNational Information Communication Technology Development Authority(NiDA)todevelop and promotethenationalapproachtoe‐learningstandards. In thiscontext,Iwouldliketofocusonthepolicies and strategiesCambodiaisadoptingtobroadene‐learningopportunities,especiallywithrespecttotheRoyalGovernment’sNationalEducation For All(EFA)Plan, and tospecificreformmeasures in theeducationsector. In 2003,theEFAplanprovided, for thefirsttime in Cambodia,specificpolicies and strategies for theuse of ICT in education.Theseweredeveloped in consultationwithnational and internationalpartnersthroughaseries of workshops and meetings in Cambodia and theregion.ThePlanwasofficiallylaunched in March2005. In theMinistry’sEducationSectorSupportProgram(ESSP) and EFAPlan,twooverarchingpolicyobjectiveshavebeenidentifiedthatwillcontributetonational ICT humanresource development. Firstly,theMinistrywillcontributetodevelopingCambodia’sinternationalcompetitivenessbyreducingthe technology gapwithmoredevelopedcountries.Secondly,theMinistrywillenhancelearningopportunitieswithinschools and otherinstitutionsthroughtheutilisation of ICT, multimedia and e‐learningtechnologies.Atpresentthenumber of computers in educationremainscomparativelylow.Weestimatethattherearearound2,000computers in schools and educationofficesacrossthecountry.However,itshouldberememberedthatuntil1994,computers in education in Cambodiawerevirtuallynon‐existent.Akeystrand of theMinistry’s ICT programistostrengthennetworkingopportunities, in anumber of ways.Firstly,weareextendingtheMinistry’sowninternalnetworkbetweenthecentraloffices of theMinistry of Education,Youth&Sport(MoEYS) and 24provincialdepartments,asameanstoimprove information exchange for betterplanning and management, and tosupportdecentralisation.Thisprograminvolvesapproximately3,000managers and seniortechnicalstaff.Weanticipateextendingthenetworkto183districts and afurther2000staff in thenexttwotothreeyears.31Thetraineesatteachertrainingcolleges in Cambodiaarerequiredtospendatleasttwohoursperweekusing ICT for teaching and learning.Increasingly,weareusing ICT toimproveaccessto and quality of teachertrainingprogrammes. For example,wehavecreatedmobile ICT trainingresourceswhichtravelaroundthemoredisadvantagedprovinces.Thishasenabledapproximately5,000teacherstolearnhow ICT canenrichmoretraditionalforms of teaching and learning. In addition,traineeprimary and secondaryschoolteachersarereceiving ICT instructionrelatedtoimprovingteaching of themaths,science and languagecurriculum.Wearelearninganumber of lessonsfromtheseprogrammes.Firstly, ICT shouldnotbeseenasreplacingtraditionalteaching,butratherasacollection of supplementary and complementarytools.Secondly,wehaveseenthat in remoteareastheuse of ICT isamorecost‐effectiveway of providingtrainingthanbringingteachers in for workshops and seminars. In conjunctionwithsomedonors,weintendtoconductacomprehensiveevaluation of thisprogrammeasabasis for seekingsupport for itsexpansion.Wearealsopilotingtheuse of ICT supportmaterials in therevision of theschool and teacher‐trainingcurriculum. For example,wearetestingtheuse of spreadsheetmethods in enrichingthemaths and sciencecurriculum.Wearealsousingotherreadilyavailablesoftwaretoenrichtheteaching of theKhmerlanguage.TheMinistryfacesanumber of constraints in expanding ICT in education.WhileanInternetserviceproviderofferspreferentialratestoMoEYS, for example,therecurrentcostsremainhigh.Anotherproblemisthatnotallofficesorschoolshaveelectricity, and theMinistryisinvestigatinginnovativeways of dealingwiththis. In particular,weseeopportunities for increasingpublic/privatepartnership in ICT.  In conclusion,wearecommittedtocontinuallysharingourexperiences of theeducationreformprogrammewithour Asia Pacificfriends, and theirstrongcommitmenttosupportingprojectsthatinvolve ICT for social development, and enhanceteaching and learning.Ihopeourprojectswillrapidlymovetowardsbestpractices, in theinterests of fulfillingtheUN’sMillennium Development Goals(MDG).Thisisagoodtime for ustoevaluatetheactions and resultsthatbenefitourregion.Thankyou.DoungVuthMinistry of Education,Youth and Sport,Government of CambodiaJakarta,May23,200670MobileLearning and theCell‐phoneWherease‐learningdeliverseducationalcontentviathePersonalComputer(PC) and theInternet,m‐learningtakesthisfurtherbymakingonlinelearningcontentavailableanywhere in theworldthroughportable,mobiledevicessuchaslaptopPCs,PersonalDigitalAssistants(PDA),thecell‐phone, and theSmartphone(PDA and cell‐phonehybrid).Most of theseefforts,however,focusoncontentthatcaterstotheformaleducationsector, and tendstousesmoreadvancedfunctionssuchasmultimediamessagingservices(MMS),Javaapplications,GPRS(GeneralPacketRadioService) for fastmobileInternetconnections, and Bluetooth technology for establishingremoteconnections. In Japan,telecomscompaniessuchasNTT‐Docomo’sPocketEijiro,anEnglishlanguagedictionarysite,receivesmorethan100,000hitsperday.Costing$1.53permonthplustax and servicecharges,itisthe4thmostpopularonlinesiteaccessedbyJapaneseusersthroughthecell‐phone. In theUnitedStates,companiessuchasthePrincetonReviewarealreadyofferingcell‐phone‐deliveredtestquestions for scholasticachievementtests. In thePhilippines,ShortMessagingServices(SMS)remainthemostutilisedservice for mostcell‐phoneusers,despitetheintroduction of moreadvancedcell‐phonetechnologies.Cell‐phoneoperatorsconstantlycomeupwithinnovativebreak‐throughservices,suchasmultimedia and Javaapplications,onlinegames,lotteries and downloads.Suchoperatorsfallshort of deliveringeducationalcontenttotheirmillions of subscribers,however.Currently,therearelimitedeffortstouse and integratethecell‐phone and SMSintoeducation.Sofar,theUPOpenUniversityoffersSMS‐basedmobilecourses in English,math and sciences(seeChapter6.Thisintiative,however,isstilldirectedtowardstheformaleducationsector.TheText‐2‐TeachprogramsupportedbythePhilippines’Department of EducationutilisesSMS,butonlygoesasfarastoprovideaway for educatorstorequesteducationalcontenttobedeliveredtothem,notbySMSbutbysatellitetelevision.TheMolave Development Foundation(MDFI)isspear‐headingaresearchstudytodeterminethefeasibility of usingSMStechniques in non‐formaleducation.Thisresearch,amongothers,isexaminingthesocioeconomic and gender‐basedfactorsthatmotivateorhindercell‐phonesubscriberstouseSMS for non‐formaleducation.71Theproject,calledViability of MobileSMSTechnologies for Non‐formalDistanceLearning in Asia isacomponent of themega‐projectdubbedPAN‐DORA,orPan Asia NetworkingDistance and OpenResourceAccess.TheMDFIistheleadagency for thisresearchproject, in apartnershipwithtwoorganisations in Mongolia;theEnglish for SpecialPurposesFoundation(ESPF) and theHealthSciencesUniversity of Mongolia(HSUM),bothbased in Ulaanbaatar,aswellastheAlternativeLearningServices, in theDepartment of Education of theGovernment of thePhilippines.ProjectActivities and UpdatesLaunchedjustoneyearago, in 2005,thePhilippinessection of theprojecthasalreadycompletedmajoractivities.1)Preparation and formativeevaluation• ... toinformpolicy‐making,management and implementation in suchprojects._______________________ProfessorColinLatchemisanopen and distancelearningconsultant,formerly of CurtinUniversity,Perth,Australia. Information and Communication Technology for Social Development AnInternationalSymposiumJakarta,22‐24/May2006EditedbyJonBaggaleyAcollaborationbetweenthe ICT4 D/ASEANCollaboratory and thePANAsiaNetworkinginitiativeonDistanceLearningTechnologies(PANdora)The ICT4 D/ASEAN and PANdoraprojectsaresupportedbyCanada’sInternational Development ResearchCentre(IDRC)Jakarta:ASEANFoundation(June2006)28ReferencesBaggaley,J.P.&Ng,M.(2005).PANdora’sBox:distancelearningtechnologies in Asia. LearningMedia& ;Technology 30(1),pp.7‐16.Malik,N.,Belawati,T.,&Baggaley,J.(2005).Framework of CollaborativeResearch and Development onDistanceLearning Technology for Asia. 19thAnnualConference of theAssociation of AsianOpenUniversities,Jakarta,September.Retrieved13June2006,fromhttp://www.pandora asia. org/geninfo_publications.phpChapter3BestPractices for Capacity‐Building in CambodianDistanceEducationDoungVuth,CheaSokHuor&ChhuonChanThanForewordbyMr.DoungVuth(Government of Cambodia)Mr.Chairman,DistinguishedDelegates,Ladies and Gentlemen:Today,itisagreathonour and pleasure for me and mycolleaguesfromCambodiatoattendtheInternationalSymposiumon Information and Communication Technology (ICT) for Social Development. Cambodiavaluestheopportunitytoshareitsexperiences in thisarea and tolearnfromthepracticesadopted in partnernations.IwouldliketooffermythankstotheASEANFoundation for organisingthismeeting, and invitingusfromCambodiatoparticipate in thisimportantmeeting.Themeetingprovidesaforum for thepromotion of e‐learningmeasures and strengthening of regionalcooperation in support of thesocioeconomic and education development of ourcountries.Werecognisetherearemanychallengesassociatedwiththe development of e‐learning and ICT infrastructures in Cambodia,butthepotentialbenefitsaremany.Atthismeetingwewilllearnimportantlessonsfromourregionalneighboursonhowbesttouse ICT for science,maths and languagecurriculum development and teachertraining._______________________DoungVuthisDeputyDirector of Information and ASEANAffairs in theMinistry of Education,Youth and Sport(MOEYS).Government of Cambodia.CheaSokHuorisDirector of theNationalCommittee for Standardization of KhmerScript in Computers,PrimeMinister’sOffice,Government of Cambodia.ChhuonChanThanisExecutiveDirector of theInternationalInstitute of Cambodia.PhnomPenh.Theresearchdiscussed in theirchapterissupportedbythePANAsiaNetworkingprogramme of Canada’sInternational Development ResearchCentre(IDRC):www.idrc.ca.56a)...

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... Experience in the development of human resources in some provinces in Vietnam682.3.3 Lessons for Thua Thien Hue province in the development of human resources for industrialization and modernization ... resources development and factors influencing the development of human resources for the agriculture and rural industrialization and modernization in Vietnam in 1990, an overview of the achievements, ... Education - Training in Vietnam today, comparing the similarities and differences in the development of 10TABLE OF CONTENT PageINTRODUCTION 11.11.2CHAPTER 1: AN OVERVIEW OF RESEARCH INTO HUMAN...