countries bandwitdh and internet access [LWN.net]

countries bandwitdh and internet access

Posted Jan 10, 2009 1:50 UTC (Sat) by Alterego (guest, #55989)
In reply to: countries bandwitdh and internet access by dlang
Parent article: Changes at OLPC

my post was unclear sorry.
I meant that OLPC fund rising for 2007 is equivalent to 5% of the budget of Rwanda !
And if we count $200 x 500 000 unit = $1 billion, the whole olpc budget is greater than Rwanda budget. (did you read what i wrote about powerful but ignorant foreigners NGOs ?)

Of course any as-poor-as rwanda country will accept some thousands of brand new laptop. The sad side of the story is that there, universities lacks computers, and all all these laptop would have been much more usefull to the country at the university than in the hand of 6-12 yo child !

And it seems obvious to me that knwoledge transmission must begin at university, then naturally flows downward in schools, as _their_ university also produce _their_ teachers.

Your attitude that OLPC must be *perfect* is doing a huge disservice...

Do you know people on the ground in some developing countries... ? I do, i m just telling what they explained to me, frankly, without any hope that i would come with $millions.

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countries bandwitdh and internet access

Posted Jan 10, 2009 2:19 UTC (Sat) by dlang (guest, #313) [Link] (1 responses)

if you think that I consider the OLPC project perfect then you have missed my very heated criticism about them. I defiantly do not consider them perfect or anything close to it.

however, I do think that they are doing good things, and doing it in ways that are mostly orthogonal to other efforts underway.

saying that there are starving children so we should not give ones that aren't starving assistance is like the kid being told to eat his peas because there are starving children in china and the kid saying 'fine, send them my peas' the conclusion doesn't follow from the problem.

as I said earlier, it's not a zero sum game.

I disagree that knowledge must begin in the university. I think that starting from the bottom will help more people, and will end up generating higher average levels of learning faster than starting at the top.

earlier in this thread the argument was made that OLPC was junk because most kids leave school around age 10 and will never see computers again in their lives. If this is the case, where do these university students come from?

even in the US the percentage of people who have gone to college is relatively low, if you wait until that point you will miss most people.

I do know people on the ground in developing countries, and while they sometimes question the efficiency of this or that project, I don't see them arguing that the projects should be scrapped, I see them trying to take advantage of the benefits of those projects and to counter the failings.

University = starting point of knowledge transmission

Posted Jan 12, 2009 6:49 UTC (Mon) by Alterego (guest, #55989) [Link]

I agree mostly, except for where we can help.

Approximately 1 billion people in Africa, half of whom are under 25 yo, that represents 500 million people.

Lets say 250 million under 12 yo.
Do you think it is possible to send 250 million xo ? I don't.
That's worth $50 billions of hardware (not to speak of other costs).
Can _we_ (foreigners) send/help enought teachers for 250 million children ? no.

So 250 million child, lets say 25 million bachelor, 2.5 million at university.
1 machine for 10 students, that's 250 000 machines in several hundreds universities. This is possible now. (the number are certainly wrong, but not that much)

And from these universities, _they_ (developping countries) will "produce" their teachers/programmers/biologists/doctors/... which in turn will create their educational content, and educate the whole continent.

We can help in universities, because math are math, and there the teaching languages are spanish/english/french/... so we can directly share our educational content and tools. This is not the case for early education, which is very cultural dependant,