Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Education in the Digital Age: Healthy and Happy ChildrenEduSkills OECD
The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being.
Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.
This volume is part of a series that examines the intersections between education, well-being and digital technologies.
Complementing the first volume Educating 21st Century Children: Emotional Well-Being in the Digital Age, this volume turns the spotlight on physical health and well-being.
It explores the important role of play and risk-taking in learning.
It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic.
It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments.
It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
Empowering teenagers for a safer usage of Social Media in the family and in the schools. (PPT by Manuel Villalobos)
An educational program:
• to Promote the rights of teenagers through a training program in the use of the media.
• to Empower their character for a safer usage of Social Media in the family and in the schools.
• to make Sustainable their relation with ICT
Consultations with young people and solution providers on education, skills ,...Shravan Shetty
YuWaah! aims to enable sustained and coordinated investments to co-create solutions for learning (including alternative and flexible learning programmes), life and employability skills, career guidance and employment opportunities (including entrepreneurship). The target of the partnership is on adolescents and young people in school (25 million), out of school (20 million) and in institutions (4 million).
“What we need is to unleash the entrepreneurial spirit in India, especially encourage women entrepreneurs. Gender parity is essential for our growth” We will be supporting 500 innovation labs in the next three years, unleashing the entrepreneurial spirit of India”, said NITI Aayog CEO, Amitabh Kant.
The current workforce in India is 480 million, of whom 93 per cent (446 million) are employed in small, informal-sector enterprises. More than 60 per cent (288 million) are employed in rural India. In addition, 90 per cent of India’s workforce has received no formal skills training. In the next twenty years, India’s current population of 444 million children will enter the working age. India will have a huge task to equip these adolescents with marketable skills.
YuWaah! aims to support this massive exercise by bringing together key stakeholders to recognize, design and implement solutions to expand employment and entrepreneurship opportunities for education, skills, decent jobs and sustainable livelihoods – that are accessible to all.
“Despite significant progress for children in their first decade of life — through reduced child mortality and increased access to primary school — tens of millions of adolescents in India are not getting the support that they need through their second decade of life. And this is especially true for girls, migrants, children with disabilities, and those belonging to historically disadvantaged communities,” said Ms Fore during her interaction with young people at the consultation.
In addition to this, Ms Fore also recognized three big opportunities in India: scaling-up flexible education options; expanding social-protection programmes; and supporting young people supporting other young people.
Over 60 adolescents and young people from various parts of India, including from the most marginalized groups Dr. K.P Krishnan, Secretary, Skill Development and Entrepreneurship; Ms Rina Ray, Secretary, School Education and Literacy; Dr. Amarendra Kumar Dubey, Secretary, Ministry of Youth Affairs and Sports, along with representatives from the private sector, UN agencies and civil society organizations were present at the occasion.
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
Educating 21st Century Children: Emotional Well-Being in the Digital AgeEduSkills OECD
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind,and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes.This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies.It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Education in the Digital Age: Healthy and Happy ChildrenEduSkills OECD
The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being.
Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.
This volume is part of a series that examines the intersections between education, well-being and digital technologies.
Complementing the first volume Educating 21st Century Children: Emotional Well-Being in the Digital Age, this volume turns the spotlight on physical health and well-being.
It explores the important role of play and risk-taking in learning.
It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic.
It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments.
It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
Empowering teenagers for a safer usage of Social Media in the family and in the schools. (PPT by Manuel Villalobos)
An educational program:
• to Promote the rights of teenagers through a training program in the use of the media.
• to Empower their character for a safer usage of Social Media in the family and in the schools.
• to make Sustainable their relation with ICT
Consultations with young people and solution providers on education, skills ,...Shravan Shetty
YuWaah! aims to enable sustained and coordinated investments to co-create solutions for learning (including alternative and flexible learning programmes), life and employability skills, career guidance and employment opportunities (including entrepreneurship). The target of the partnership is on adolescents and young people in school (25 million), out of school (20 million) and in institutions (4 million).
“What we need is to unleash the entrepreneurial spirit in India, especially encourage women entrepreneurs. Gender parity is essential for our growth” We will be supporting 500 innovation labs in the next three years, unleashing the entrepreneurial spirit of India”, said NITI Aayog CEO, Amitabh Kant.
The current workforce in India is 480 million, of whom 93 per cent (446 million) are employed in small, informal-sector enterprises. More than 60 per cent (288 million) are employed in rural India. In addition, 90 per cent of India’s workforce has received no formal skills training. In the next twenty years, India’s current population of 444 million children will enter the working age. India will have a huge task to equip these adolescents with marketable skills.
YuWaah! aims to support this massive exercise by bringing together key stakeholders to recognize, design and implement solutions to expand employment and entrepreneurship opportunities for education, skills, decent jobs and sustainable livelihoods – that are accessible to all.
“Despite significant progress for children in their first decade of life — through reduced child mortality and increased access to primary school — tens of millions of adolescents in India are not getting the support that they need through their second decade of life. And this is especially true for girls, migrants, children with disabilities, and those belonging to historically disadvantaged communities,” said Ms Fore during her interaction with young people at the consultation.
In addition to this, Ms Fore also recognized three big opportunities in India: scaling-up flexible education options; expanding social-protection programmes; and supporting young people supporting other young people.
Over 60 adolescents and young people from various parts of India, including from the most marginalized groups Dr. K.P Krishnan, Secretary, Skill Development and Entrepreneurship; Ms Rina Ray, Secretary, School Education and Literacy; Dr. Amarendra Kumar Dubey, Secretary, Ministry of Youth Affairs and Sports, along with representatives from the private sector, UN agencies and civil society organizations were present at the occasion.
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
Educating 21st Century Children: Emotional Well-Being in the Digital AgeEduSkills OECD
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind,and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes.This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies.It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
The Financial Empowerment of Urban YouthAngel Rich
Comprehensive research study to analyze the financial behavior, attitudes and outcomes of urban youth, particularly when influenced by WealthyLife games and training
Given how quickly the brain develops during early life and adolescence, the building of human and social capital must begin at a young age. Additionally, early development of health, cognitive, and non-cognitive talents results in increased return on investment for subsequent investments. Investments in programs geared toward children and youth therefore assist socioeconomic growth by laying a solid foundation. The total annual harm to society in many nations is in the range of a few percentage points of GDP. Rough calculations reveal that society suffers losses from avoidable dangerous behaviors that total billions of dollars. For instance, a variety of unfavorable juvenile behaviors in Latin America and the Caribbean lower economic growth by up to 2% annually. These figures do not account for intangible costs like psychological suffering, deteriorating health, decreased civic engagement, or generational repercussions.
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
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Learning and Innovation Skills – 4CsKey Subjects – 3Rs.docxSHIVA101531
Learning and
Innovation Skills – 4Cs
Key Subjects – 3Rs
and 21st Century Themes
Critical thinking • Communication
Collaboration • Creativity
21st Century Student Outcomes
and Support Systems21st Century Student Outcomes and Support Systems
Framework for
21st Century Learning
The Partnership for 21st Century Learning (P21) has developed a vision for
student success in the new global economy.
One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
2 1 S T C E N T U R Y S T U D E N T O U T C O M E S
To help practitioners integrate skills into the teaching of core academic subjects, P21 has developed
a unified, collective vision for learning known as the Framework for 21st Century Learning. This
Framework describes the skills, knowledge and expertise students must master to succeed in work
and life; it is a blend of content knowledge, specific skills, expertise and literacies.
Every 21st century skills implementation requires the development of core academic subject
knowledge and understanding among all students. Those who can think critically and communicate
effectively must build on a base of core academic subject knowledge.
Within the context of content knowledge instruction, students must also learn the essential
skills for success in today’s world, such as critical thinking, problem solving, communication and
collaboration.
When a school or district builds on this foundation, combining the entire Framework with the
necessary support systems—standards, assessments, curriculum and instruction, professional
development and learning environments—students are more engaged in the learning process and
graduate better prepared to thrive in today’s global economy.Publication date: 05/15
One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
Key Subjects and 21st Century Themes
Mastery of key subjects and 21st century themes is essential to student success. Key subjects include
English, reading or language arts, world languages, arts, mathematics, economics, science, geography,
history, government and civics.
In addition, schools must promote an understanding of academic content at much higher levels by weaving
21st century interdisciplinary themes into core subjects:
• Global Awareness
• Financial, Economic, Business and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
Learning and Innovation Skills
Learning and innovation skills are what separate students who are prepared for increasingly complex life
and work environments in today’s world and those who are not. They include:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
Information, Media and Technology Skills
Today, we live in a technology and media-driven environment, marked by access to an abundance
of information, rapid changes in technology tools and the ability to collab ...
Digital Citizenship in Education Visioning Safety and Responsibilities in Dig...ijtsrd
The inevitability of digital tools and technology usage has accelerated over the past 30 years and continues to grow rapidly. Digital interaction has become a part of everyday life and continues to covers our mind. This research assessed the likelihood of the respondents on how to deal technology properly. Using statistical tool and Survey Questionnaire, the data were analyzed using mean, percentages and t test two independent samples to measure the significant mean difference of the group respondents. The finding reveals that the group respondents were likely vulnerable when using digital tools. This includes the safety and security and their responsibilities. This study suggests that students and teachers were at risk during this advent of technology. Roberto L. Suson ""Digital Citizenship in Education: Visioning Safety and Responsibilities in Digital World"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25123.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25123/digital-citizenship-in-education-visioning-safety-and-responsibilities-in-digital-world/roberto-l-suson
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
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a unified, collective vision for learning known as the Framework for 21st Century Learning. This
Framework describes the skills, knowledge and expertise students must master to succeed in work
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Every 21st century skills implementation requires the development of core academic subject
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effectively must build on a base of core academic subject knowledge.
Within the context of content knowledge instruction, students must also learn the essential
skills for success in today’s world, such as critical thinking, problem solving, communication and
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Child empowerment is high on policy agendas
• The nature of modern
childhood is changing:
Children are increasingly seen
as competent social actors
• Research suggests meaningful
participation of children can
contribute to better outcomes
3. Empowered children have the opportunity and ability to act on issues important
and relevant to them, can learn by making mistakes, and are key contributors to
democracy.
3
What does child empowerment mean today? A working definition
Equity
Age and
maturity
Adults’
roles
Choice &
willingness
Importance &
relevance
Child
rights
4. 4
Perspectives on empowerment
What does
child
empowerment
mean to you in
your context?
Student: We must avoid decoration,
confront manipulation and make
participation accessible. The impact
of “one good adult” should not be
underestimated, and the challenge
of being the only young person in
the room overcome.
Teacher: Students must be
exposed to real-world challenges,
helping them develop cognitive,
ethical, social, emotional, and
intercultural skills to construct their
solutions.
Policy: Maintaining equity in a
context of ‘wicked’ policy problems
requires collaboration and
innovative partnerships, including
with children and young people
themselves.
Private sector: Children should be
empowered to become creative,
engaged and lifelong learners,
equipped with the curiosity, creativity
and motivation to learn. Changing
mindsets, pedagogies and
assessments is key.
Research: Successful solutions
require the people who will be
directly affected to be part of the
process of creating it. A shift from
research for youth toward research
with youth offers a great opportunity
for empowerment.
5. Key themes and topics
Children are no
longer seen as
future citizens
but citizens of
today.
Their civic and
citizenship
skills/knowledge
can grow with
learning
opportunities
and inclusion in
decision making
processes.
Certain trends
in child well-
being were
exacerbated by
the COVID-19
pandemic.
Well-being
underpins child
empowerment.
Interventions
tend to require
significant time
and resources.
Critical media
engagement can
help children
develop a sense
of purpose and
prosocial
behaviour.
Media education
can be one where
children
contribute with
their own lived
experiences.
Digital inequalities
are pervasive and
risk undermining
empowerment.
Provision of digital
services, learning
opportunities, and
support for risk
management can
help all children
reap the benefits
of the digital
world.
Citizens of today COVID-19 and
well-being
Media
engagement
Digital
inequalities
6. Key themes and topics
Children are no
longer seen as
future citizens
but citizens of
today.
Their civic and
citizenship
skills/knowledge
can grow with
learning
opportunities
and inclusion in
decision making
processes.
Certain trends
in child well-
being were
exacerbated by
the COVID-19
pandemic.
Well-being
underpins child
empowerment.
Interventions
tend to require
significant time
and resources.
Critical media
engagement can
help children
develop a sense
of purpose and
prosocial
behaviour.
Media education
can be one where
children
contribute with
their own lived
experiences.
Digital inequalities
are pervasive and
risk undermining
empowerment.
Provision of digital
services, learning
opportunities, and
support for risk
management can
help all children
reap the benefits
of the digital
world.
Citizens of today COVID-19 and
well-being
Media
engagement
Digital
inequalities
7. Citizens of today: A rationale for child participation
Children
enjoy it
Upholding
child rights
Policy and
societal
benefits
Benefits for
student well-
being
Children like participating, and
tend to be eager and
enthusiastic to participate in
decision making.
Research suggests children
want to have a greater say on
decisions that affect them
UNCRC outlines children’s
“participation rights”, including
Article 12 “the right to be heard
on matters affecting them”.
The weight given to their views
will vary based on factors such
as age and maturity.
Participation can reinforce civic
behaviours in children,
supporting future political
engagement.
It can also promote social
cohesion, and contribute to
policy outcomes that are
tailored to children’s needs.
Participation can promote a
sense of belonging in learners,
and develop their self-esteem. It
also positively contributes to
school climate.
Authentic forms of participation
have been positively related to
student well-being.
8. Citizens of today: Examples of child participation in OECD
education systems
Whole-
school
approaches
• Stakeholders, including students, are involved in the school
community to work towards a common goal
• WSAs have been effective in promoting outcomes like improved
well-being and reductions in early school leaving
• Students can be involved from conceptualisation to implementation
• Community members contribute to decisions on how to
spend a particular budget
• Involving students in these decisions can make budgets more
responsive to student needs and can help increase their
ownership, transparency and accountability
Participatory
budgeting
• Student councils or unions can be found at the school level, or
(sub)national level
• In some countries student bodies are a legal requirement
• Student council participation in school reform can contribute to
success, and can improve school climate
Student
councils
9. Key themes and topics
Children are no
longer seen as
future citizens
but citizens of
today.
Their civic and
citizenship
skills/knowledge
can grow with
learning
opportunities
and inclusion in
decision making
processes.
Certain trends
in child well-
being were
exacerbated by
the COVID-19
pandemic.
Well-being
underpins child
empowerment.
Interventions
tend to require
significant time
and resources.
Critical media
engagement can
help children
develop a sense
of purpose and
prosocial
behaviour.
Media education
can be one where
children
contribute with
their own lived
experiences.
Digital inequalities
are pervasive and
risk undermining
empowerment.
Provision of digital
services, learning
opportunities, and
support for risk
management can
help all children
reap the benefits
of the digital
world.
Citizens of today COVID-19 and
well-being
Media
engagement
Digital
inequalities
10. Time spent on digital devices at school and mathematics performance
Based on students' reports; OECD average
Figure II.5.14
420
430
440
450
460
470
480
490
500
None Up to 1 hour More than 1 hour and
up to 2 hours
More than 2 hours
and up to 3 hours
More than 3 hours
and up to 5 hours
More than 5 hours
and up to 7 hours
More than 7 hours
Mean
score
in
mathematics
Time spent on digital devices at school per day
Technology used for learning in school
Technology used for leisure at school
11. Feeling nervous/anxious when digital devices are not near
Based on students' reports
Figure II.5.16
0
10
20
30
40
50
60
70
80
90
100
Costa
Rica
Netherlands*
Colombia
El
Salvador
Peru
Panama*
Slovenia
Portugal
Mexico
France
Ireland*
Spain
Dominican
Republic
Hungary
Kosovo
Uruguay
Japan
Belgium
Switzerland
Argentina
New
Zealand*
Montenegro
Croatia
Albania
North
Macedonia
Iceland
Estonia
Mongolia
Italy
Morocco
Kazakhstan
United
Kingdom*
OECD
average
Australia*
Serbia
Czech
Republic
Norway
Denmark*
Sweden
Chinese
Taipei
Chile
Germany
Canada*
Lithuania
Uzbekistan
Moldova
Korea
Bulgaria
Finland
Saudi
Arabia
Austria
Singapore
Brazil
Georgia
Palestinian
Authority
Romania
Ukrainian
regions
(18
of
27)
Qatar
Slovak
Republic
Jamaica*
Latvia*
Poland
Jordan
United
Arab
Emirates
Indonesia
Israel
Baku
(Azerbaijan)
Greece
Philippines
Hong
Kong
(China)*
Malta
Thailand
Brunei
Darussalam
Macao
(China)
Malaysia
Türkiye
Never or almost never Less than half of the time About half of the time or more than half of the time All or almost all of the time Not applicable
%
12. Outcomes of feeling nervous/anxious when digital devices are not near
Based on students' reports; OECD average
Figure II.5.17
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
Mathematics performance
Score-point
difference
-1.0
-0.9
-0.8
-0.7
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0.0
Life satisfaction Emotional control Stress resistance
Before accounting for students' and schools' socio-economic profile¹ After accounting for students' and schools' socio-economic profile
Index-point
difference
13. • “Who?”, “what?” and “how?” are more
important than “how long” when it comes to
the effects of media on children.
• The digital environment and school are two
key spaces where identity formation unfolds
for children.
• Media education which brings in their lived
experiences of this journey can empower
children.
Children’s media engagement: Outcomes, identity and experiences
14. Children’s media engagement: Teachers are key supporting actors
0 2 4 6 8 10 12 14 16 18 20
Algorithms
Health literacy
Digital citizenship
Media literacy
Digital literacy
Digital risks
Social and emotional skills
Continuing Professional Development Initial Teacher Education
15. Key themes and topics
Children are no
longer seen as
future citizens
but citizens of
today.
Their civic and
citizenship
skills/knowledge
can grow with
learning
opportunities
and inclusion in
decision making
processes.
Certain trends
in child well-
being were
exacerbated by
the COVID-19
pandemic.
Well-being
underpins child
empowerment.
Interventions
tend to require
significant time
and resources.
Critical media
engagement can
help children
develop a sense
of purpose and
prosocial
behaviour.
Media education
can be one where
children
contribute with
their own lived
experiences.
Digital inequalities
are pervasive and
risk undermining
empowerment.
Provision of digital
services, learning
opportunities, and
support for risk
management can
help all children
reap the benefits
of the digital
world.
Citizens of today COVID-19 and
well-being
Media
engagement
Digital
inequalities
16. Digital inequalities: These are consistently high pressing policy challenges
0 2 4 6 8 10 12 14 16 18 20
Inequalities in access and tools
Digital citizenship
Inequalities in digital skills/uses
Exposure to dis and misinformation
Cyberbullying
Number of systems
Pressing challenge Challenge
17. Minimising access gaps and promoting digital skills for all students
ꟷ Programmes to increase quality and quantity of available digital resources, including
devices and access to broadband, both in school and at home
ꟷ Special focus on advanced digital tools such as AI availability, to ensure no students
are left behind
ꟷ Promoting digital skill development in students and teachers through curricular
approaches, teacher educatiaaon and extracurricular activities
ꟷ National digital skills strategies and action plans often include children
Digital inequalities: Policy goals for an equitable, empowered future
Recognising digital risks and how they manifest
ꟷ Pressing digital risks include cyberbullying and exposure to mis and disinformation
ꟷ These risks manifest differently for different student groups depending on factors such
as age, gender, special education needs etc.
ꟷ Programmes are often general, and do not target students who are particularly at-risk
ꟷ Targeted programmes can support those most in need of assistance
18. Key themes and topics
Children are no
longer seen as
future citizens
but citizens of
today.
Their civic and
citizenship
skills/knowledge
can grow with
learning
opportunities
and inclusion in
decision making
processes.
Certain trends
in child well-
being were
exacerbated by
the COVID-19
pandemic.
Well-being
underpins child
empowerment.
Interventions
tend to require
significant time
and resources.
Critical media
engagement can
help children
develop a sense
of purpose and
prosocial
behaviour.
Media education
can be one where
children
contribute with
their own lived
experiences.
Digital inequalities
are pervasive and
risk undermining
empowerment.
Provision of digital
services, learning
opportunities, and
support for risk
management can
help all children
reap the benefits
of the digital
world.
Citizens of today COVID-19 and
well-being
Media
engagement
Digital
inequalities
19. Thank you!
For more information see:
http://www.oecd.org/education/ceri/21st-century-children.htm