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UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus
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UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritus

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  • 1. UNESCO , ICT and the Millennium Institute Tapio Varis, professor emeritus TapioVaris MI March 2014 1
  • 2. MI Mission and Vision •  Millennium Institute’s vision is a world in which decision makers apply extensive knowledge and a systemic perspective to bring about a sustainable, equitable, and peaceful global society. Millennium Institute strives to realize its vision by enabling decision makers to use system dynamics thinking and tools to analyze and understand the interconnectedness between economic, social, environmental factors, and issues of peace and security.This will increase their capacity to implement sustainable policies. MI seeks to play a catalytic role in creating a global network of system thinkers to solve critical 21st century challenges. TapioVaris MI March 2014 2
  • 3. Strategic questions •  Is world development sustainable without formidadble peace architecture? •  Visibility in global debate? •  Alliance with UNESCO programme & projects? •  The role of ICT in a digital world? •  Concept of new learning culture, digital pedagogy? •  Fragmented vs holistic approach? •  Spirit of new humanism, new renaissance education? •  Transatlantic, Eurocentric approach vsAlliance of Civilizations (AoC)? TapioVaris MI March 2014 3
  • 4. ICT and UNESCO: Millennium Strategy of Learning •  UNESCO and ICT in education:The future school •  Millennium Institute goals and digital pedagogy •  Global University System (GUS) objectives •  Conclusions TapioVaris MI March 2014 4
  • 5. Varis 2013 5 United Nations Educational, Scientific and Cultural Organization (Founded in 1946) 5
  • 6. TapioVaris MI March 2014 6 Archibald MacLeish (American poet and librarian, Chairman of the Committee which drafted the Preamble) "Of course we can educate for world peace. I would be willing, for my own part, to say that there is no possible way of getting world peace except through education.Which means education of the peoples of the world.All you can do by arrangements between governments is to remove the causes of disagreement which may become, in time, causes of war. But peace, as we are all beginning to realize, is something a great deal more than the absence of war. Peace is positive and not negative. Peace is a way of living together which excludes war, rather than a period without war in which peoples try to live together." (The Unesco Courier, October 1985: 27)
  • 7. TapioVaris MI March 2014 7 FROM EVOLUTIONARY HUMANISM TO NEW HUMANISM •  Unesco constitution, ”peace must be founded, if it is not to fail, upon the intellectual and moral solidarity of mankind” •  Huxley and ”evolutionary humanism” •  Towards New Humanism, Human Rights & Human Responsibilities, Individuality and responsibility: Higher Humanity (Sitaram) •  Unesco Chairs/UNITWIN Network
  • 8. TapioVaris MI March 2014 8 Julian Huxley, First DG of UNESCO 1946-48 •  The main architect of the new evolutionary synthesis •  ”Higher humanity” •  Huxley's humanism came from his appreciation that mankind was in charge of its own destiny, and this raised the need for a sense of direction and a system of ethics
  • 9. TapioVaris MI March 2014 9 Mr. Koichiro Matsuura DG Unesco (1999-2009) •  “It is necessary to build up large movement to humanize globalization, based on solidarity, on the spirit of caring for and sharing with others” •  Open Educational Resources (OER) initiative as a cooperation mechanism for the open, non- commercial use of educational resources
  • 10. TapioVaris MI March 2014 10 Ms.Irina Bokova DG Unesco (2009- ) •  New Humanism is not only theoretical but also practical •  New humanism in the global society must prioritise a new sense of respect for multiplicity and cultural diversity and must support media development with the goal of consolidating the new culture of peace
  • 11. The 2013/4 Education for All Global Monitoring Report TapioVaris MI March 2014 11
  • 12. The 2013/4 Education for All Global Monitoring Report shows why education is pivotal for development in a rapidly changing world. It explains how investing wisely in teachers, and other reforms aimed at strengthening equitable learning, transform the long-term prospects of people and societies. Equity and quality education will be pivotal in the post 2015 agendaTapioVaris MI March 2014 12
  • 13. “Global learning crisis is costing $129 billion a year” •  Report reveals that a global learning crisis is costing governments $129 billion a year.Ten per cent of global spending on primary education is being lost on poor quality education that is failing to ensure that children learn. •  without attracting and adequately training enough teachers the learning crisis will last for several generations and hit the disadvantaged hardest TapioVaris MI March 2014 13
  • 14. ICTs’  Transforma-ve  Power  for  Educa-on:   Alignment  with  post-­‐2015  educa-on  agenda   !  Access:  ICTs  are  expected  to  broaden  access  to  learning   opportuni-es  at  different  levels  and  varied  educa-onal  contexts   !  Quality:  ICTs  are  hoped  to  improve  the  quality  of  knowledge   acquisi-on,  knowledge  deepening,  and  knowledge  crea-on,  and   the  development  of  21st  century  skills     !  Equity:  ICTs  are  believed  holding  poten-als  to  equalize    learning   opportuni-es  in  favour  of  economically  and/or  demographically   disadvantaged  popula-ons   “Ensure  equitable  quality  educa-on  and   lifelong  learning  for  all  by  2030”  
  • 15. 3.4 Mobile Learning: UNESCO’s Understanding and Actions Mobile  Learning  is  learning  anywhere,  any-me  through  the  use  of   mobile  technologies,  oNen  empowered  by  wireless  broadband   connec-on.  Scope  of  mobile  devices:  tablets,  mobile  phones,  e-­‐ readers,  etc.   UNESCO’s  main  focus  areas/acBviBes:   •  Mobile  learning  policy   •  Mobile  technologies  for  teachers  development   •  Mobile  literacy  educa-on  for  women  and  girls   •  Mobiles  for  reading   •  Annual  Mobile  Learning  Week   •  Mobile  apps  for  data  collecBon  "  IIEP   TapioVaris MI March 2014 15
  • 16. UNESCO Chair in Global E-Learning with applications to multiple domains University of Tampere, Finland •  New proposed area of cooperation with UNESCO: -mobile literacy education for women and girls -cooperation with Unesco/IITE -cooperation with ISPON/Nigeria -UNITWIN Network TapioVaris MI March 2014 16
  • 17. UNESCO Institute for Information Technologies in Education •  UNESCO IITE invites all UNESCO Chairs, Universities and other institutions of higher education and research to join the established Network of UNESCO IITE and UNITWIN/ UNESCO Chairs to develop international academic cooperation in the field of ICTs in education and innovative pedagogy. TapioVaris MI March 2014 17
  • 18. PEDAGOGIES OF MEDIA AND INFORMATION LITERACIES •  UNESCO has been actively involved in developing foundations for media and information literacy to assist Member States in pursuing the achievement of the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO ParisAgenda (2007) related to MIL. •  The UNESCO Institute for InformationTechnologies in Education commissioned this Handbook, which is intended to become a useful tool that would equip teacher training institutions and facilitate teaching media and information literacy in teacher training, to the Finnish Society on Media Education.This Handbook should help teachers to enhance their media and information literacy and encourage them to take up media education in the classroom.The main target group is teachers of secondary schools who are either in training or in service.The Handbook provides teachers with basic knowledge on media and information literacy, and the way these skills can be taught. TapioVaris MI March 2014 18
  • 19. Tapio Varis MI March 2014 19 Software Strategies for Retooling the Workforce Professor TapioVaris UNESCO Chair in Global e-Learning University ofTampere,Finland Keynote at the National Software Conference Organised by ISPON - 22 October,2013 at theTinapa Knowledge Centre,Calabar,Cross River State, Federal republic of Nigeria.
  • 20. TapioVaris MI March 2014 20
  • 21. TapioVaris MI March 2014 21
  • 22. OUR  SOLUTION     TapioVaris MI March 2014 22
  • 23. Proposed Recommendations of the ISPON Conference 2013 •  strategies •  educational environment •  demystify technology innovation •  future schools models •  national Software Competition •  International e-Learning Centre for for Domestication of e-LeaningTechnology Research and Standards VarisParis2014 23
  • 24. Global University System (GUS) (Takeshi Utsumi & Tapio Varis) •  GUS is a companion global alliance of major universities in finding, collecting, model building, and processing data. GUS brings technology to the agenda of global education as launching a trans- cultural, global-wide initiative (using modern techniques of communication) to promote the kinds of global education that will advance peace, justice, understanding, and human wisdom. Tapio Varis MI March 2014 24
  • 25. Tapio Varis MI March 2014 25 www.globaluniversitysystem.info
  • 26. TapioVaris MI March 2014 26 Inspiration of the best traditions of American thinking – Extreme freedom of thought, –  An emphasis on independent thinking, –  A steady immigration of new minds, –  A risk-taking culture with no stigma attached to trying and failing, –  A non-corrupt bureaucracy, and –  Financial markets and a venture capital system that are unrivaled at taking new ideas and turning them into global products.
  • 27. TapioVaris MI March 2014 27 Mission Statement •  Identify, test, and facilitate the deployment of broadband Internet and related technologies that are affordable and accessible for underdeveloped areas of the world, •  Coordinate the delivery of content and rich educational experiences leading to a GUS degree, •  Provide a global infrastructure for collaboration among faculty, students, graduates, and policy makers in universities, healthcare institutions, corporations, and governments.
  • 28. TapioVaris MI March 2014 28 The Philosophies and Principles •  Transcultural, Globalwide Initiative •  Education for Moral Leadership •  Priority on Academic Freedom •  Emphasis on Quality Education •  Responsiveness to Student Needs and Aspirations •  Transnational Collaboration on Research •  Commitment to Openness •  Cultural SensitivityWithout Fragmentation or Homogenization
  • 29. Tapio Varis MI March 2014 29
  • 30. Plans with GUS •  In December 2013, Dr Utsumi submitted our grant application (or inquiry) to; •  (a) NSF, (b) Carnegie Corporation of NewYork, (c) Ford Foundation •  We will soon to have a meeting at the Stevens Institute ofTechnology to discuss; •  (a) Conduct of a videoconference — as similar to the one ofApril 18, 2013 (picture before), (b) Encouragement of our African colleagues submitting the Letter Of Inquiry (LOI) to the USAID/DIV/Stage 1, (Tanzania, Rwanda, Gambia, Sierra Leone, Ghana, Benin, DR Congo, Nigeria, and Brundi) (c) How to conduct the planning workshop when we get the NSF fund, etc. TapioVaris MI March 2014 30
  • 31. The Global Knowledge Center Network (GKCN)with The Global University System (GUS) •  The highly interconnected and coupled nature of energy, healthcare, food security, natural resource management and sustainable economic growth have in the past stymied the effectiveness of international development efforts focused on each of these areas in isolation.The aim of this combined research and education initiative is to engage national and international stakeholders in jointly developing customized national sustainability simulation models that can explore the comparative effectiveness of development interventions from a systems perspective. TapioVaris MI March 2014 31
  • 32. Educational Purposes of GEWS/GUS •  To promote rational scientific approach for decision- making with critical thinking for the capacity building of bureaucrats and young aspiring future leaders, with the use of simulation models of socio-economic-energy- environment system which are distributed and interlinked together around the world, •  To promote paradigm shift in international political science as combining normative (role-playing) gaming with quantitative (model-based) simulation, •  To promote globally collaborative creativity -- unleashing abundantly available young fresh brainpower in Africa and later elsewhere around the world. TapioVaris MI March 2014 32
  • 33. Conclusions •  Develop the relationship MI-GUS-GKCN-GEWS •  Introduce media literacy and mobile literacy and T-21 model in GUS-Stevens Institute ofTechnology Workshop •  Keep these efforts part of the UNESCO Chair in Global e-Learning and UNESCO programme on ICT in education •  Keep the work visible in communications media TapioVaris MI March 2014 33
  • 34. Culture of Peace •  Knowledge is fueled and sustained by Peace. AndWorld Development may not be sustainable without a formidable Peace Architecture at all levels. Chris Uwaje, President of ISPON, Nigeria TapioVaris MI March 2014 34
  • 35. TapioVaris MI March 2014 35

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