Applying Open Source Software in a Development Context: Expectations and Experiences. A Case Study of a University in Uganda

IF 2.6 Q1 Social Sciences E-Learning Pub Date : 2006-09-01 DOI:10.2304/elea.2006.3.3.361
V. Van Reijswoud, Emmanuel Mulo
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引用次数: 14

Abstract

Over recent years the issue of free and open source software (FOSS) for development in less developed countries (LDCs) has received increasing attention. In the beginning the benefits of FOSS for lower developed countries was only stressed by small groups of idealists like Richard Stallman. Now, however, it is moving into the hands of large international organizations like the World Bank, European Union and United Nations. At present FOSS is on the agendas of the donor organizations and international nongovernmental organizations but not on the agendas of the decision makers in LDCs. There are growing numbers of initiatives to promote FOSS for developing countries in general and Africa in particular. At the same time there are very few organizations considering and actually implementing FOSS. The article describes the experiences of adopting FOSS in a university in Uganda with the aim of evaluating the promises made by the donor organizations and the FOSS community. The article concludes with an agenda for improving the effectiveness of adopting FOSS in LDCs.
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在开发环境中应用开源软件:期望和经验。以乌干达一所大学为例
近年来,在欠发达国家(LDCs)开发自由和开源软件(FOSS)的问题受到越来越多的关注。一开始,自由/开源软件对欠发达国家的好处只是由Richard Stallman等少数理想主义者强调的。然而,现在它正落入世界银行、欧盟和联合国等大型国际组织的手中。目前,自由/开源软件已列入捐助组织和国际非政府组织的议程,但未列入最不发达国家决策者的议程。有越来越多的倡议促进发展中国家,特别是非洲的自由/开源软件。与此同时,很少有组织考虑并实际实现自由/开源软件。本文描述了乌干达一所大学采用自由/开源软件的经验,目的是评估捐助组织和自由/开源软件社区所作的承诺。文章最后提出了提高最不发达国家采用自由/开源软件效率的议程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
E-Learning
E-Learning Social Sciences-Education
CiteScore
6.20
自引率
0.00%
发文量
0
期刊介绍: E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.
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