World Literacy Summit 2014 Higher Education Pathways to Literate Worlds Isabelle Turmaine
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World Literacy Summit 2014 Higher Education Pathways to Literate Worlds Isabelle Turmaine

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World Literacy Summit 2014 Higher Education Pathways to Literate Worlds Isabelle Turmaine

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    World Literacy Summit 2014 Higher Education Pathways to Literate Worlds Isabelle Turmaine World Literacy Summit 2014 Higher Education Pathways to Literate Worlds Isabelle Turmaine Presentation Transcript

    • Isabelle TURMAINE International Association of Universities WLS 2014 – 16 April 2014 Higher Education Pathways to Literate Worlds
    • Purpose of the presentation _____________________________  To share insights of IAU’s project on higher education’s role and place in the nearly ending UN Education For All initiative  To illustrate higher education’s involvement in literacy issues  To stress the importance of a stand-alone global education agenda  To advocate for a digital literacy for all goal  In 20 mns…  Retaining your attention, just before lunch  Managing to recruit new champions
    • Plan of the presentation _________________________  Quick word on the IAU  The IAU Project: HEEFA  Today’s context  Education/ Development agendas  Changes impacting education  Digital literacy  Higher education’s role in reaching digital literacy for all  Questions
    • International Association of Universities __________________________________________  Created 1950, under the auspices of UNESCO  Over 600 Member institutions, 30 Association of HEIs, 120 countries represented  International Board of 20 people, President 2013- 2016: Prof. Dzulkifly Abdul Razak, Malaysia  General Conference every 4 years (2016: Thailand), annual international conference (2015: Siena, Italy), bi-annual global meeting of university associations (2015: Accra, Ghana)  Main sectors of activities: internationalisation, sustainable development; ethics, information on HE worldwide, ICTs, EFA
    • Education for All (EFA) Expand early childhood care and education Provide free and compulsory primary education for all Promote learning and life skills for young people and adults Increase adult literacy by 50 per cent Achieve gender parity by 2005, gender equality by 2015 Improve the quality of education
    • Millennium Development Goals (MDGs)  8 Goals: Eradicate extreme poverty; Reduce child mortality; Improve maternal health; Combat HIV/Aids, malaria and other diseases; Ensure environmental sustainability; Global partnership for development, and:
    • IAU HEEFA Project ____________  Better involve HE in the UN EFA initiative by:  Capacity building  Leaflet  Three-step collaborative workshop (Mexico, Burkina Faso, Nepal, Kenya, India)  Community building  Reference Group, chaired by Prof. Olive Mugenda, VC Kenyatta University, Kenya with representatives from all regions of the world  HEEFA Portal: http://www.heefa.net  Commitment building  Action plans  Advocacy (Conferences; Member of the CC-NGO for EFA)
    • Today’s context __________________  2015: End of EFA and MDGs.  Real progress made but goals will not be attained  On-going drafting of new:  Development Agenda (UN)  « Eradicate poverty and transform economies through sustainable development »– 12 goals, only goal 3 on education: « Provide quality education and lifelong learning » - High-Level Panel on the Post-2015 Agenda  Education Agenda (UNESCO)  Overarching goal : « Ensure equitable and inclusive quality education and lifelong learning for all by 2030 »
    • Today’s context (2) _________________  From information to knowledge societies  Societies that are well educated, that transform information into resources  From closed to open source content  Open educational resources (OER)  From limited access to education to MOOCs  Massive open (but not all are adaptable and re- usable) online courses  To, possibly, elite F2F higher education vs mass online education
    • Photo credits : Ferenc Isza / AFP
    • Impact on higher education (1)  Need for more teachers (and quality teaching)  Need for constant re-training (for quality teaching but also for the constantly evolving knowledge societies)
    • Impact on higher education (2)  Need to provide access to a growing number of students  Need for an increasingly important critical mass of well-educated people
    • Greater use of technologies ___________________  To address the issues of:  Costs:  less public funding or at least funding that has not proportionnally increased to match the demand and higher costs (fees) for students  Quality:  increasingly rapidly evolving nature of science and techniques and of market needs  Place and time for education  demand for education at all times, everywhere, and for everyone
    • Emerging technologies in HE - 2013  Time-to-Adoption Horizon: One year or less  Massively Open Online Courses  Tablet computing  Time-to-Adoption Horizon: 2 to 3 years  Games and gamification  Learning analytics  Time-to-Adoption: 4 to 5 years  3-D printing  Wearable technology
    • Digital literacy  Because technological innovations are increasingly used in HE, students, faculty, and staff must be digitally literate. What is Digital Literacy?: The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information. The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers. A person’s ability to perform tasks effectively in a digital environment... Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. Source: University Library, University of Illinois at Urbana-Champaign
    • Digital literacy (2)  If the fact that today’s students are digital natives makes the use of information technologies relatively easy;  Other aspects of digital literacy are increasing in importance at a time when higher education might be mainly provided online to:  Make an informed choice of HE path and provider;  Deal with distractibility and succeed in online training;  Analyse online information, its use and usability (including copyrights), use the adequate tool, and avoid plagiarism  Know the rules for e-safety
    • Plea for digital literacy  Because education will be more and more provided online and at a distance, digital literacy has to be included in all education agendas and everywhere at HE level:  Included in teachers’ training  Specific research undertaken  Outreach activities conducted to reach non- digitalized populations  Minimum level of digital literacy when accessing HE should be sought and refreshment courses should be offered
    • Links to IAU projects  Higher Education for Education For All (HEEFA) www.heefa.net http://www.iau-aiu.net/content/efamdgs  Open Education Resources and the Academic Librarian (launched in Accra, Ghana for the African region in September 2013) And, in partnership with the European Agency for Development in Special Needs Education:  ICT for Information Accessibility in Learning (ICT4AL)
    • THANK YOU i.turmaine@iau-aiu.net http://www.iau-aiu.net