Attaining quality education for all: A UNESCO perspective


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Attaining quality education for all: A UNESCO perspective

  1. 1. Mariana Patru Division of Higher Education UNESCO Attaining quality education for all: A UNESCO perspective Fifth EDEN Research Workshop 20-22 October 2008, UNESCO, Paris
  2. 2. Preamble <ul><li>“ The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” </li></ul><ul><li>“ Knowledge is the most democratic source of power.” </li></ul><ul><li>Alvin Toffler, American writer and futurist </li></ul>
  3. 3. UNESCO’s functions <ul><li>laboratory of ideas , including foresight: try out new approaches and innovative ways </li></ul><ul><li>standard-setter : determine what is good practice; spread that practice around the world </li></ul><ul><li>clearing house : inform ourselves about new things going on and share that knowledge as a help to innovation </li></ul><ul><li>capacity builder in the fields of competence: help countries develop the capacities to train human resources </li></ul><ul><li>catalyst for international cooperation </li></ul>
  4. 4. UNESCO’s global lead responsibilities <ul><li>Lead UN agency for a number of UN decades such as the UN Literacy Decade (2003-2012) and the UN Decade of Education for Sustainable Development (2005-2014) </li></ul><ul><li>Lead role for Education for All (EFA) and its Global Action Plan </li></ul><ul><li>Shared responsibility for the follow-up to the World Summit for the Information Society (WSIS) - assists countries to build knowledge societies by offering a platform for access to and the use, dissemination and sharing of knowledge </li></ul>
  5. 5. Global landscape and challenges <ul><li>Globalization, largely driven by ICTs - coincides with a fundamental transformation to knowledge-based societies. </li></ul><ul><li>Education is increasingly crossing borders – national, sectoral and institutional. </li></ul><ul><li>New training demands and new competitive challenges bring about profound changes in terms of governance, organizational structure and modes of operation. </li></ul>
  6. 6. Global landscape and challenges (cont’d) <ul><li>Exponential growth in knowledge and technology that is transforming all aspects of global society and economy. </li></ul><ul><li>Lifelong learning has become critical for sustainable economic development. </li></ul><ul><li>New challenges for countries to develop strategies, policies, and resources to prepare and retain the teachers necessary to meet the educational demands of the 21st century society. </li></ul>
  7. 7. Global landscape and challenges (cont’d) <ul><li>Increasing shortage of qualified teachers in both developing and developed nations </li></ul><ul><li>Challenges of updating the knowledge and skills of the existing teaching force ( new content ; new pedagogies and technology tools for learning ). </li></ul>
  8. 8. Not everyone in the driver's seat <ul><li>Global progress has been made in literacy rates, from 871 million (1985-1994) to 774 million adults (2000-2006); more than 75% of the 774 million live in only 15 countries </li></ul><ul><li>Over 100 million children are estimated being out of school </li></ul><ul><li>Some 18 million more teachers needed to achieve the goal of universal primary education by 2015; an additional 3.8 million teachers for Africa alone </li></ul>
  9. 9. Teacher training is key to quality education
  10. 10. 2008 e-readiness by regions (EIU, 2008)
  11. 11. Bridging the digital divide… <ul><li>Digital exclusion is part of a broader divide contributing to social and economic exclusion of people. </li></ul><ul><li>Multiple aspects: economic, geographic, languages, gender, etc. </li></ul>
  12. 12. and the knowledge divide <ul><li>The digital divide helps widen an even more alarming divide - the knowledge divide. </li></ul><ul><li>Closing the digital divide will not suffice to close the knowledge divide for access to useful, culturally relevant knowledge is more than a matter of technology access . </li></ul><ul><li>Growing concern over the commoditization of knowledge (knowledge for sale). </li></ul>
  13. 13. Good practice at international and national level <ul><li>Education policies and strategies informed by good practice in using new technologies to achieve inclusive and equitable education for all </li></ul><ul><li>Improving access , equity and quality of teaching and learning </li></ul><ul><li>Major actors…. </li></ul>
  14. 14. European Commission <ul><li>The Lifelong Learning Programme (2007-2013) : </li></ul><ul><li>Four sectoral sub-programmes (schools; higher education; vocational education and training; adult education) </li></ul><ul><li>Four transversal programmes (policy cooperation in education and training; languages and language learning; development of ICT-based content and services; dissemination and exploitation of results) </li></ul>
  15. 15. OECD <ul><li>Places a high priority on forecasting emerging issues and identifying policies shaping education </li></ul><ul><li>Conducts strategic analyses to identify good practices and make policy recommendations at national level </li></ul><ul><li>Relevant studies that inform policy making: e-learning in tertiary education; Open Educational Resources; tertiary education for the knowledge society </li></ul>
  16. 16. The Commonwealth of Learning <ul><li>The world’s only intergovernmental organisation dedicated to promoting distance education and open learning </li></ul><ul><li>Encourages the development and sharing of open learning/distance education knowledge, resources and technologies </li></ul><ul><li>Helps developing nations improve access to quality education and training </li></ul>
  17. 17. EDEN <ul><li>International educational association open to institutions and individuals dealing with e-learning, open and distance education </li></ul><ul><li>Promotes policy and practice in e-learning and distance education across Europe and beyond </li></ul><ul><li>Fosters networking, cooperation and professional development in the open, distance, flexible and e-learning sector </li></ul>
  18. 18. France: Internet pour Tous: Micro-Portable Etudiant <ul><li>A large-scale public-private initiative, launched in 2004 : </li></ul><ul><li>free Internet access offered in all universities with Wi-Fi connection </li></ul><ul><li>from 8% of students with laptops in 2004 to 52 % in 2007 </li></ul><ul><li>access to quality educational resources and student-support services </li></ul>
  19. 19. 21 st century Learning – Recommendations for Policy Makers <ul><li>Core subjects </li></ul><ul><li>Learning skills </li></ul><ul><li>21 st century tools </li></ul><ul><li>21 st century context </li></ul><ul><li>21st century content </li></ul><ul><li>21 st century assessments </li></ul><ul><li> ( Source: Partnership for 21 st Century Skills ) </li></ul>
  20. 20. UK: Home Access to Technology <ul><li>A £ 300 million project to provide computers and broadband internet access to families so that children can enhance their learning at home </li></ul><ul><li>An initiative intended to bridge the digital divide: more than 1 million children still do not have a computer at home and 35% of the families have no access to the internet </li></ul><ul><li>To be piloted in early 2009, with universal home access attained by 2011 </li></ul>
  21. 21. UNESCO’s global strategy in the use of ICTs <ul><li>The strategy focuses on the following main tasks: </li></ul><ul><li>to ensure wider access to, increased equity and equal opportunities for, quality education for all at all levels </li></ul><ul><li>to harness the potential of ICTs for building sustainable, equitable and inclusive knowledge societies and for reducing the digital divide </li></ul>
  22. 22. World Summit on the Information Society <ul><li>Main Lines of Action: </li></ul><ul><li>Enhancing capacities for e-learning in education </li></ul><ul><li>Communication and learning tools </li></ul><ul><li>E-learning policies and strategies </li></ul><ul><li>Digital content within learning and education </li></ul><ul><li>Legal and institutional frameworks </li></ul><ul><li>Multi-stakeholders partnerships </li></ul><ul><li>Research and development in e-learning </li></ul>
  23. 23. Examples of UNESCO initiatives <ul><li>Kronberg Declaration on the Future of Knowledge Acquisition and Sharing (Kronberg, Germany, 22-23 June 2007) </li></ul><ul><li>The role of knowledge acquisition and sharing in social and economic development </li></ul><ul><li>The contribution of ICTs to this process </li></ul><ul><li>The evolution of knowledge acquisition and sharing over the next three decades </li></ul><ul><li>Political and institutional changes needed </li></ul>
  24. 24. UNESCO ICT Competency Standards for Teachers <ul><li>To improve teachers’ practice through ICTs </li></ul><ul><li>Developed in partnership with Intel, Cisco, Microsoft, International Society for Technology in Education, and Virginia Tech </li></ul><ul><li>Three booklets: policy framework; competency standards modules; implementation guidelines </li></ul>
  25. 25. Curriculum framework
  26. 26. The 2008 Education Leaders Forum, Paris, 6-7 July 2008 <ul><li>Success and Sustainability: Tertiary Education’s Global Challenge; in cooperation with Microsoft </li></ul><ul><li>Provided important inputs to two UNESCO major Conferences: the World Conference on Higher Education (Paris, 6-8 July 2009) and the second World Conference on Science (Budapest, November 2009) </li></ul><ul><li>Explored issues, shared insights, long-standing experience and proposed solutions to the challenges of higher education in the 21 st century </li></ul>
  27. 27. UNESCO King Hamad bin Isa Al Khalifa Prize for the Use of ICTs in Education <ul><li>Set up in 2005, following a generous donation made by the Kingdom of Bahrain </li></ul><ul><li>Rewards innovative and creative use of ICTs to enhance teaching, learning and overall educational performance </li></ul><ul><li>Prizewinners: 2006 KERIS (Korea); Kemi-Tornio Polytechnic (Finland); 2007: Claroline Consortium (Belgium), Curriki (USA) </li></ul>
  28. 28. ICT resources for policy makers and teachers
  29. 29. <ul><li>THANK YOU </li></ul><ul><li>MERCI </li></ul><ul><li>contact: </li></ul>