Attaining quality education for all: A UNESCO perspectivePresentation Transcript
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
“ The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
“ Knowledge is the most democratic source of power.”
Alvin Toffler, American writer and futurist
laboratory of ideas , including foresight: try out new approaches and innovative ways
standard-setter : determine what is good practice; spread that practice around the world
clearing house : inform ourselves about new things going on and share that knowledge as a help to innovation
capacity builder in the fields of competence: help countries develop the capacities to train human resources
catalyst for international cooperation
UNESCO’s global lead responsibilities
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)
Lead role for Education for All (EFA) and its Global Action Plan
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
Global landscape and challenges
Globalization, largely driven by ICTs - coincides with a fundamental transformation to knowledge-based societies.
Education is increasingly crossing borders – national, sectoral and institutional.
New training demands and new competitive challenges bring about profound changes in terms of governance, organizational structure and modes of operation.
Global landscape and challenges (cont’d)
Exponential growth in knowledge and technology that is transforming all aspects of global society and economy.
Lifelong learning has become critical for sustainable economic development.
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.
Global landscape and challenges (cont’d)
Increasing shortage of qualified teachers in both developing and developed nations
Challenges of updating the knowledge and skills of the existing teaching force ( new content ; new pedagogies and technology tools for learning ).
Not everyone in the driver's seat
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
Over 100 million children are estimated being out of school
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
Teacher training is key to quality education
2008 e-readiness by regions (EIU, 2008)
Bridging the digital divide…
Digital exclusion is part of a broader divide contributing to social and economic exclusion of people.
Multiple aspects: economic, geographic, languages, gender, etc.
and the knowledge divide
The digital divide helps widen an even more alarming divide - the knowledge divide.
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 .
Growing concern over the commoditization of knowledge (knowledge for sale).
Good practice at international and national level
Education policies and strategies informed by good practice in using new technologies to achieve inclusive and equitable education for all
Improving access , equity and quality of teaching and learning
The Lifelong Learning Programme (2007-2013) :
Four sectoral sub-programmes (schools; higher education; vocational education and training; adult education)
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)
Places a high priority on forecasting emerging issues and identifying policies shaping education
Conducts strategic analyses to identify good practices and make policy recommendations at national level
Relevant studies that inform policy making: e-learning in tertiary education; Open Educational Resources; tertiary education for the knowledge society
The Commonwealth of Learning
The world’s only intergovernmental organisation dedicated to promoting distance education and open learning
Encourages the development and sharing of open learning/distance education knowledge, resources and technologies
Helps developing nations improve access to quality education and training
International educational association open to institutions and individuals dealing with e-learning, open and distance education
Promotes policy and practice in e-learning and distance education across Europe and beyond
Fosters networking, cooperation and professional development in the open, distance, flexible and e-learning sector
France: Internet pour Tous: Micro-Portable Etudiant
A large-scale public-private initiative, launched in 2004 :
free Internet access offered in all universities with Wi-Fi connection
from 8% of students with laptops in 2004 to 52 % in 2007
access to quality educational resources and student-support services
21 st century Learning – Recommendations for Policy Makers
21 st century tools
21 st century context
21st century content
21 st century assessments
( Source: Partnership for 21 st Century Skills )
UK: Home Access to Technology
A £ 300 million project to provide computers and broadband internet access to families so that children can enhance their learning at home
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
To be piloted in early 2009, with universal home access attained by 2011
UNESCO’s global strategy in the use of ICTs
The strategy focuses on the following main tasks:
to ensure wider access to, increased equity and equal opportunities for, quality education for all at all levels
to harness the potential of ICTs for building sustainable, equitable and inclusive knowledge societies and for reducing the digital divide
World Summit on the Information Society
Main Lines of Action:
Enhancing capacities for e-learning in education
Communication and learning tools
E-learning policies and strategies
Digital content within learning and education
Legal and institutional frameworks
Research and development in e-learning
Examples of UNESCO initiatives
Kronberg Declaration on the Future of Knowledge Acquisition and Sharing (Kronberg, Germany, 22-23 June 2007)
The role of knowledge acquisition and sharing in social and economic development
The contribution of ICTs to this process
The evolution of knowledge acquisition and sharing over the next three decades
Political and institutional changes needed
UNESCO ICT Competency Standards for Teachers
To improve teachers’ practice through ICTs
Developed in partnership with Intel, Cisco, Microsoft, International Society for Technology in Education, and Virginia Tech
Three booklets: policy framework; competency standards modules; implementation guidelines
The 2008 Education Leaders Forum, Paris, 6-7 July 2008
Success and Sustainability: Tertiary Education’s Global Challenge; in cooperation with Microsoft
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)
Explored issues, shared insights, long-standing experience and proposed solutions to the challenges of higher education in the 21 st century
UNESCO King Hamad bin Isa Al Khalifa Prize for the Use of ICTs in Education
Set up in 2005, following a generous donation made by the Kingdom of Bahrain
Rewards innovative and creative use of ICTs to enhance teaching, learning and overall educational performance