CDI/Recode – Community IT & Citizenship Schools in Brazil's Favelas
Brazil
Founded in a Rio favela in 1995, CDI (rebranded Recode in 2015) runs community 'IT and citizenship schools' pairing computer …
Mozambique · Ilha de Moçambique · See the Mozambique profile
UNESCO's Community Multimedia Centres paired a community radio station with a public-access ICT telecentre across Mozambique, reaching 34 sites by 2011. An independent evaluation found real reach but flagged a missing exit strategy and unrealistic sustainability assumptions.
Community Multimedia Centres (Centros Multimédia Comunitários) combine a community radio station with a shared-access ICT telecentre — computers, internet, offline content and basic office services — in a single physical hub. UNESCO piloted the model in Mozambique from 2001 and scaled it from 2003 as part of its global World Summit on the Information Society push, before handing coordination to Mozambique's Ministry of Science and Technology (MCT) in 2010 with a stated ambition to reach all 128 districts within five years.
An evaluation commissioned by UNESCO's own Internal Oversight Service (authors Ana Paula Assubuji and Indira Mansingh, fieldwork spring 2005, published via IISD) assessed the programme independently of UNESCO's programme staff. Separately, peer-reviewed academic fieldwork using social-representation theory surveyed 231 people across 10 Mozambican provinces to study how communities understood and used the centres. An academic mapping study found 34 Community Multimedia Centres operating in Mozambique by 2011.
The independent IISD evaluation was explicitly critical on several points: it found no clear exit strategy or long-term strategic timeframe had ever been designed into the programme, and UNESCO staff themselves held conflicting views on whether the initiative was a flagship success or had overshadowed other sector work. Later academic literature characterised the model as a 'top-down, off-the-shelf' intervention designed on communities' behalf rather than participatorily, producing mismatches between design assumptions and observed realities. Financial sustainability was a persistent challenge: centres were expected to become self-sustaining almost as soon as they were set up, which the evaluation flagged as unrealistic, and monitoring data across sites was inconsistently maintained.
Caveats: most substantive documentation of this practice dates to 2005–2013; no source located confirms whether centres are still operating in the 2020s, so its current status should be treated as unverified rather than confidently ongoing.
Read the full analysis: https://www.iisd.org/publications/report/evaluation-unescos-community-multimedia-centres-final-report
Implementation detail (cost, timeline, staffing, conditions for success) is not yet available for this practice.
Where this practice's information was retrieved from, and when.
Brazil
Founded in a Rio favela in 1995, CDI (rebranded Recode in 2015) runs community 'IT and citizenship schools' pairing computer …
Ireland
Trinity College Dublin project Digi-ID PLUS built DigiAcademy, an e-learning platform teaching email, browsing and video-calling, co-designed and co-taught by …
Afghanistan
Code to Inspire, founded in 2015 in Herat, is Afghanistan's first all-female coding school, teaching coding, app and game development …
Sudan
Since 2014, War Child Holland, UNICEF and Ahfad University have run tablet-based learning games for out-of-school children in three Sudanese …
Open full copilot Grounded in cited practices — always check the sources.