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There is almost universal acceptance that information and communication technologies (ICTs) are good for development. For example in the area of education, the World Bank points out that “educators and policymakers agree that ICTs are of paramount importance to the future of education” and that “ICT in education initiatives … are likely to successfully contribute to meeting Millennium Development Goals.” These technologies, most particularly those that are Internet-connected and capable of providing online information in real-time, “increase access through distance learning, enable a knowledge network for students, train teachers, broaden the availability of quality education materials, and enhance the efficiency and effectiveness of educational administration policy.” 1 This position is shared by parents and teachers on the ground, such that the mere availability of ICTs in schools has come to be almost always equated with progress. ICTs in schools engender high hopes and great expectations for expanding personal and national horizons.

The World Heritage Convention is one of the five global multilateral environmental agreements (the others being the Convention on Biological Diversity, Ramsar, the Convention on International Trade in Endangered Species, and the Convention on Migratory Species). The World Heritage Convention focuses on conservation of outstanding natural and cultural heritage by recognizing the world's best heritage areas on the World Heritage List, as well as by encouraging heritage conservation at the national level. Only States Parties on the Convention can nominate sites to the World Heritage List. Natural sites normally need to be National Parks or otherwise legally- protected and managed areas. The concept of customary or traditional management is also starting to gain acceptance with the Convention as a recognized protection mechanism.

Strategy Working Paper - Education and Sustainable Development