In many schools, the priorities are for buildings, water supply, electricity, nutrition for the learners, health, etc.. These needs mirror those of the communities. If ICT 1 (Information Communications Technology) is indeed an enabler for meeting development needs, then the priority software and knowledge resources are those which facilitate access to knowledge 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 “Beyond Thunderdome.”
Institutions might (initially) prioritise administrative software over pedagogically inspired technology and resources. Learners the reverse, and educators need both. FLOSS packages for both of these functions are gradually being integrated.
Efforts to localise software may lead to redesign and development of completely new systems after analysing the local needs.
Creating one's own educational resources, relevant to the local context, may prove easier and more effective than re-using resources obtained from elsewhere.
Priorities may be viewed from a global level. For example, FLOSS and open content show great promise towards the “Education for All” goal (UNESCO 2 and others), and are key enablers towards achieving the Millennium Development Goals 3 .
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