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Attaining quality education for all: A UNESCO perspective

Attaining quality education for all: A UNESCO perspective






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    Attaining quality education for all: A UNESCO perspective Attaining quality education for all: A UNESCO perspective Presentation 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
    • Preamble
      • “ 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
    • UNESCO’s functions
      • 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
      • Major actors….
    • European Commission
      • 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)
    • OECD
      • 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
    • EDEN
      • 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
      • Core subjects
      • Learning skills
      • 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
      • Multi-stakeholders partnerships
      • 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
    • Curriculum framework
    • 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
      • Prizewinners: 2006 KERIS (Korea); Kemi-Tornio Polytechnic (Finland); 2007: Claroline Consortium (Belgium), Curriki (USA)
    • ICT resources for policy makers and teachers
      • THANK YOU
      • MERCI
      • contact: m.patru@unesco.org