From past work, CEPAR was well supplied with computers and software applications. It had not ventured into the communicative aspects of ICTs, however, nor taken a proactive role due to organizational and contextual limitations. While CEPAR did have IEC components and functions— crucial prerequisites for a meaningful transition towards the full use of modern technology— it was not easy to make the transition from IT to ICT and to shift from classic IEC projects and activities to new technological supports.

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CEPAR Training

Challenges and Oucomes: Achieving a long-term vision
The strategy and scope of activities that LearnLink developed and implemented, with significant CEPAR participation, set an ambitious, long-term navigational chart. Expert technical assistance was sequenced to meet and supplement CEPAR’s needs, wants, and timing. With the onsite help of LearnLink’s collaborative partner, the Intercultural Center for Research in Education (INCRE at www.incre.org), advisors first addressed CEPAR's human, organizational, and technical needs. CEPAR's internal perception that short-term activities were strictly computer-associated, however, limited the impact of the technical assistance. At the same time, the overall health of the country, due to its most severe economic and political crisis of the century, further challenged the efficacy of planning for a long-term ICT strategy.

The technical assessment of short- and long-term ICT options provided the criteria for the acquisition, installation, and stable operation of more efficient hardware and software to supplement and improve existing computer capacity. The telecommunications and Internet connectivity aspects were the most salient and visible improvements in CEPAR’s capabilities.